Browsing by Author "Canetto, Silvia Sara, advisor"
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Item Open Access Attitudes and beliefs about older adult suicide and about older adults who died by suicide, and the role of ageism(Colorado State University. Libraries, 2023) Kulish, Bailee, author; Canetto, Silvia Sara, advisor; Prince, Mark, committee member; Gorin, Moti, committee member; Tompkins, Sara Anne, committee memberBackground: In most countries, individuals age 65 years or older have the highest suicide rates (World Health Organization, 2018). However, suicide is not uniformly common among all older adults (Canetto, 1992, 2017). For example, in the United States (U.S.), European-descent men age 65 years or older have high suicide rates while African-descent women age 65 years or older have low suicide rates (Canetto, 2021). These patterns suggest cultural influences on older adults' suicide. Studies indicate that cultural factors like suicide attitudes and beliefs predict suicide. For example, a U.S. longitudinal study found that suicide acceptability predicted subsequent suicide in the general population–in some cases, by a twofold increase (Phillips & Luth, 2020). Most studies of attitudes and beliefs about older adults' suicide have been conducted in Anglophone-countries. This study explored attitudes and beliefs about older adults' decision to suicide and about older adults who died by suicide in a non-Anglophone country, Israel. Specifically, this study examined Israeli attitudes and beliefs about older adult suicide/female and male suicide, attitudes and beliefs about older adults who died by suicide/females and males who died by suicide, and the role of ageism in these attitudes and beliefs. Methods: Attitudes and beliefs about older adult suicide (as compared to younger adult suicide) as well as female and male suicide, and attitudes and beliefs about older adults who died by suicide (as compared to younger adults who died by suicide) as well as females and males who died by suicide, depending on one of five precipitants (1. A Chronic Nonfatal Debilitating Physical Illness; 2. A Terminal Debilitating Physical Illness; 3. An Achievement Failure; 4. Widowhood; 5. Economic Hardship) were measured. A modified version of the Suicide Attitude Vignette Experience (Stillion et al., 1984) form A was used as the stimulus material. Participants were asked to evaluate the suicide using Deluty's (1988-1989a, 1988-1989b) 7-point scales of suicide acceptability, permissibility, and agreement, as well as Stillion et al.'s (1989) 5-point scale of sympathy for the suicide, expanded to seven points to match Deluty's scales. To assess attitudes and beliefs about the person who died by suicide, participants responded to a 7-point scale about how emotionally adjusted they thought the person who died by suicide was (Lewis & Shepeard, 1992, as modified by Dahlen & Canetto, 1996). In addition, respondents expressed their view about the seriousness of the suicidal intent of the person who died by suicide via a 7-point scale (Dahlen & Canetto, 1996). Lower scores on these 7-point scales indicated less acceptability, permissibility, agreement, emotional adjustment, and seriousness. Ageism was measured using the 6-point scale, Fraboni Scale of Ageism (FSA) (Fraboni et al., 1990), as revised by Bodner & Lazar (2008). Ageism was the average of the 21 FSA items scores, as done in a study by Gamliel and Levi-Belz (2016). Low scores on this 21-item measure indicated less ageism. The sample was 1,107 individuals: 551 older adults ages 61 to 91 (Mage = 72.06, SD = 6.77) (276 females and 275 males) and 556 younger adults ages 21 to 37 (Mage = 25.82, SD = 3.94) (285 females and 271 males). The older adult participants were recruited from community day centers and the younger adults from university campuses and workplaces. Results: The decision to suicide, across sex and age of the person who died by suicide and across suicide precipitants, was rated as follows: acceptability (M = 5.656, SD = 1.779), permissibility (M = 5.466, SD = 1.912), agreement (M = 5.826, SD = 1.661), sympathy (M = 5.337, SD = 2.104). The person who died by suicide, across sex and age of the person who died by suicide and across suicide precipitants, was rated as follows: emotionally adjusted (M = 5.535, SD = 1.712), seriousness of suicide intent (M = 2.681, SD = 2.035). Older adult suicide was rated as relatively less acceptable, less permissible, less agreeable, and as eliciting less sympathy than younger adult suicide. Younger adult suicide following achievement failure was considered most permissible and acceptable and received the most agreement and sympathy across precipitant conditions. Younger adults whose suicide followed an achievement failure were rated as more serious in suicide intent than older adults whose suicide followed a terminal debilitating physical illness. However, older adults whose suicide followed a terminal debilitating physical illness were rated as more serious in suicide intent than younger adults whose suicide followed a terminal debilitating physical illness. Male suicide was considered more permissible than female suicide. Female and male suicide was evaluated similarly in terms of acceptability and sympathy. No difference was found between the perceived emotional adjustment of females and males who died by suicide, although males who died by suicide were believed to be less serious in their suicide intent than females who died by suicide. No differences were found in suicide acceptability and permissibility, agreement with, or sympathy for older adult suicide across respondents' characteristics such as their sex or age. The average ageism score, independent of respondent characteristics (i.e., their sex and age) was M = 2.966, (SD = 0.683). Younger adults (M = 2.891, SD = 0.716) held less ageist beliefs than older adults (M = 3.044, SD = 0.629). Ageism did not predict acceptability, permissibility, agreement, or sympathy with the older adults' decision to suicide, nor the perceived emotional adjustment or the perceived seriousness of suicide intent of the older adult who died by suicide. Discussion: This study's findings on attitudes and beliefs about older adult suicide, and about older adult suicide precipitated by a terminal debilitating physical illness, did not align with the findings of similar U.S. studies. A main finding of this study was that older adult suicide was rated as less acceptable, less permissible, and less agreeable than younger adult suicide. Older adult suicide following a terminal illness received the lowest amount of sympathy when compared to other conditions involving both older and younger adults, except for younger adult suicide following a terminal debilitating illness. Further, older adults whose suicide occurred after a terminal debilitating physical illness were rated as more serious in their suicide intent when compared to younger adults whose suicide followed a terminal debilitating physical illness, but not to younger adults whose suicide followed an achievement failure. In fact, younger adults whose suicide followed an achievement failure were rated as most serious in their intent relative to all other precipitant conditions. This study's findings on attitudes and beliefs about persons who died by suicide were both similar to, and different from U.S. findings about attitudes and beliefs about persons who died by suicide. This study found no difference in attitudes and beliefs about older adult suicide depending on respondent characteristics (i.e., their sex and age), in contrast to some U.S. studies. Furthermore, in this study ageism was not a predictor of, or a moderator for attitudes and beliefs about suicide, in contrast to a prior Israeli study's findings that ageism moderates suicide attitudes and beliefs. Possible explanations for the divergent findings across studies include differences in national context and culture, and method issues, Recommendations for future research include using a broader range of attitude and belief questions, examining ageism via qualitative methods, and studying suicide attitudes and beliefs across a diversity of national and cultural contexts.Item Open Access Career goals, challenges and resources for women in atmospheric sciences(Colorado State University. Libraries, 2010) Lessner, Lauren M., author; MacPhee, David, advisor; Canetto, Silvia Sara, advisor; Banning, James, committee member; Cook, Alicia, committee memberWomen are underrepresented in education and careers in the geosciences. One of the many obstacles to women’s greater participation in the sciences in general is that they disproportionately shoulder family responsibilities. It is not clear, however, if multiple role involvements are what prevent women from getting ahead in the geosciences. Among the geosciences, atmospheric sciences have received minimal research attention despite the growth in the field. The few available studies on women in atmospheric sciences focus on women in academia. A critical time for career decision making is graduate school. To fill this gap in the literature, this study focused on women in atmospheric sciences who are in graduate school or a recent graduate. Because knowledge about this population and the issues they face is so limited, the present study used a qualitative method. Semi-structured interviews with 12 female atmospheric science graduate students and recent graduates were conducted and coded via interpretative phenomenological analysis (IPA) to identify challenges and resources related to education, career, partnership and parenthood. This study found that at the time of graduate school, women in atmospheric science: (1) felt social expectations and pressures to prioritize family, (2) experienced challenges pursuing their career goals in conjunction their partner’s career, (3) often viewed career and parenting roles as conflicting or incompatible, (4) benefited from exposure to role-models who balanced these domains, (5) were positively influenced by supportive partners, and (6) desired flexibility in career and family paths. The narratives shared by women in atmospheric sciences at graduate school time underscore how family and career expectations interact to challenge and support women’s persistence in atmospheric sciences.Item Open Access Does endorsement of gender stereotypes predict women's interest in, and expressed likelihood to pursue an academic career in science or engineering?(Colorado State University. Libraries, 2023) Dunne, Christine, author; Canetto, Silvia Sara, advisor; Winterrowd, Erin, committee member; Gibbons, Alyssa, committee member; Herrera Alonso, Margarita, committee memberBackground: In recent decades much attention has been given in the United States (U.S.) to women's underrepresentation in science and engineering (SE) fields. Early theories were that women are simply not good at math and/or science, and that women are uninterested in SE. Both theories are not supported by evidence. To start with, in the U.S. women's representation in SE varies greatly by field (e.g., high representation in biology and low in computer science). Women's representation in SE also varies by country. For example, in Lithuania women represent the majority of engineers. This variability indicates that women are capable and interested in science, with social-cultural context (e.g., culture and opportunities) playing a major role in women's participation in SE. This study focused on the social-cultural context of women's participation in SE in the U.S. - specifically gender stereotypes and gender-ideology factors that are emerging as relevant to U.S. women's participation in SE fields mostly via studies of SE undergraduate students. The gender-ideology factors that are the focus of this study are: women's gender stereotypes of SE fields, gender stereotypes of SE individuals, SE women's goal orientation (e.g., self-versus other-growth focus), and SE women's family/work beliefs and expectations. This study examined whether these gender stereotypes and ideologies predict interest and expressed likelihood to pursue an academic career among graduate student women in SE. Regarding gender stereotypes of SE fields, U.S. studies of computer science (CS) and engineering undergraduate students suggest that when female students view these fields as more "masculine" they express less interest in SE careers (see Cheryan et al., 2017 for a review). Regarding gender stereotypes of SE individuals, U.S. studies of CS undergraduate students indicate that CS female students' interest and intention to pursue an academic career is lower when they view the field as masculine (e.g., Cheryan et al., 2011). Regarding goal orientation, U.S. studies conducted with undergraduate women in a variety of SE fields as well as psychology suggest that a focus on self-growth as an education goal is associated with greater interest in pursuing an SE career while a focus on others-growth is associated with less interest in pursuing an SE career (e.g., Diekman et al., 2010). Finally, with regard to family/work beliefs and expectations, quantitative survey studies of female SE undergraduates (e.g., in CS, Haines & Wallace, 2003; Sax, 2001) as well as qualitative and quantitative studies of female graduate students in science (e.g., in atmospheric sciences, Canetto et al., 2017; in chemistry and biology, Ferreira, 2003) suggest that women's interest and intention to pursue a leadership career in these fields are less strong when these women view themselves as having to take primary responsibility for family caregiving. A limitation of past U.S. studies of the social-cultural context of women in SE is that they mostly focused on undergraduate women or on professional women (e.g., Cech & Blair-Loy, 2019). An understudied SE educational stage is that of graduate school. Graduate school is when women make professional and personal decisions that support or interfere with their pursuit of a SE academic career. By the very fact of being in SE graduate school, SE graduate-student women have behaviorally challenged at least some SE stereotypes. The fact that they are investing in advanced SE education suggests SE-leadership ambition, including potentially, interest in a SE academic career. Aim: The purpose of this study was to examine the association, among SE female graduate students, between their interest in, and their expressed likelihood to pursue a career in academia, with their views in four domains: 1. Their views of academia, science in general, and their SE field, as relatively feminine or masculine; 2. Their views of women or men who excel in academia, science, and specific SE field, as relatively feminine or masculine; 3. Their educational and career goals, as mostly self-growth or others-growth oriented; and 4. Their views of women's and men's family responsibilities. Method: The sample consisted of 140 SE graduate student women at a large state university in the U.S. Participants were asked to respond to an online questionnaire that included questions regarding their endorsement of various gender stereotypes and ideologies, and questions about their interest in, and expressed likelihood of pursuing a career in academia. Results: Endorsement of gender stereotypes and of gender ideologies of work and family did not predict women's interest in, and stated likelihood to pursue an academic career. Endorsement of gender stereotypes and ideologies was low in this sample of female SE graduate students. The least endorsed were the family/work gender ideologies that competitiveness and nurturance vary by sex, and that mother should work for pay only if necessary. The relatively least rejected family/work gender ideology was the idea that a father's major responsibility is to provide financially for his children The most endorsed gender stereotypes were the belief that men excel more than women in SE, and that academia, science, and their specific field are masculine. Women also endorsed others-growth goals more than self-growth goals. Endorsement of self-growth or others-growth oriented career goals varied by field. Also, interest and expressed likelihood to pursue an academic career were both relatively low. Women's interest in an academic career varied by field and years in the program. Women in Math, Microbiology, and Atmospheric Sciences expressed the most interest in an academic career while women in Chemistry, Engineering and Statistics reported the least interest. The more years the women had spent in their graduate program the less interest in an academic career they expressed. Discussion: This study assessed the possible role of gender stereotypes of SE, gendered ideologies of career goals, and gendered ideologies of family and work, in women's interest and intention to pursue a SE academic career. A main finding is that SE female graduate students did not endorse these gender stereotypes and ideologies. The only stereotypes that they gave some credence to were the idea that men excel in SE more than women and the idea that academia, science, and their SE field are masculine. Interest and expressed likelihood to pursue an academic career were both relatively low. Not surprisingly then gender stereotypes of SE, gendered ideologies of career goals, and gendered ideologies of family and work did not predict interest and intention to pursue a SE academic career. In this study endorsement of gender stereotypes and ideologies varied by field. Specifically, women in Math, Microbiology, and Atmospheric Sciences expressed the most interest in an academic career while women in Chemistry, Engineering and Statistics reported the least interest. The uneven sizes of participants by field did not allow examination of patterns by field. A conclusion based on these findings is that the gender stereotypes of SE and of gendered ideologies of career goals and of family and work evaluated in this study do not matter to women's interest and expressed likelihood to pursue a SE academic career once women are in graduate school, though they have been found to be relevant to undergraduate women considering a SE higher education and leadership path (Cheryan et al., 2017), Other gender stereotypes and ideologies may be relevant to graduate school women's interest and intention to pursue a SE academic career. It is also conceivable that the self-report measures of gender stereotypes and of gendered ideologies used in this study were not sensitive-enough to capture the chosen constructs among women in SE graduate school. Interviews may be a more effective method to explore gender stereotypes and gender ideologies among women in SE graduate school. Given the variability in gender stereotypes and ideologies endorsement by field suggested by this study, future research should examine by SE discipline the relationship between endorsement of gender stereotypes and ideologies and SE career interest and expressed likelihood to pursue it. To evaluate what predicts women in SE graduate school's actual move into a SE academia career, future research should assess not only SE academic-career interest and stated likelihood to pursue an academic career but actual SE career behaviors, including SE academic career choice and progress in a SE academic career, via a longitudinal design.Item Open Access Emotional experience and romantic relationship status in emerging adult college women and men(Colorado State University. Libraries, 2009) Taylor, Julie, author; Barrett, Karen C., advisor; Canetto, Silvia Sara, advisorThe primary goal of the current study was to investigate whether romantic relationship status predicts levels of, and changes in, emerging adults' emotional experience over time. Romantic relationship status has been associated with adolescents' daily emotional experience, in that those in romantic relationships reported more extreme positive and negative emotions. Given that emerging adulthood in contemporary industrialized societies is an emotionally vulnerable time and that romantic relationships become more intimate and important across adolescence through emerging adulthood, it stands to reason that emerging adults' daily emotional experience may be influenced by their romantic relationships as well. There is little research about emerging adults' daily emotional experience, and less about individual-level predictors that may predict its variability. Thus, the current study was designed to address this gap in the literature and do so in a way that provides a thorough description of self-reported daily emotional experience over time: by exploring the experience of individual emotions in addition to overall affect scores, investigating differences in group mean levels, and charting growth trajectories for individual differences in between and within person emotional variability across time. Given extant research findings that females and males report emotional experience differently, sex of respondent was considered as well. Twenty-six days of the self-reported emotional experience of 25 female and 24 male predominantly White 18-20 year olds were analyzed using multi-level modeling. Results reveal that being in a romantic relationship, as compared to not, is associated with a different pattern of growth over time in the individual emotions of contentment and joy, and in the emotion composite of positive affect. Additionally, being in a romantic relationship is associated with higher group mean levels of anger. No mean level differences were found between females and males, regardless of romantic relationship status, in self-reported emotional experience. This study uncovers the complex association between emerging adults' romantic relationship status and emotional experience, revealing the importance of individual differences in understanding the trajectories of various negative and positive emotions over time.Item Open Access Examining the associations among perfectionism, obsessive-compulsiveness, body dissatisfaction, exercise dependence and disordered eating in college women(Colorado State University. Libraries, 2015) Pivarunas, Bernadette, author; Canetto, Silvia Sara, advisor; Graham, Daniel, committee member; Shomaker, Lauren B., committee memberMany U.S. women engage in some form of weight or shape management behaviors (WSMB) - including disordered eating or excessive exercise - in their lifetime. Disordered eating includes fasting, skipping meals, binge eating, purging/self-induced vomiting, and laxative or diuretic use (Neumark-Sztainer, Wall, Larson, Eisenberg, & Loth, 2011; Striegel-Moore, Silberstein, Frensch, & Rodin, 1989). Excessive exercise is defined as exercise characterized by greater amounts of time spent exercising and a sense of obligation to exercise. Exercise dependence occurs when the individual experiences psychological and/or physiological craving for physical activity (Hausenblas, & Symons Downs, 2002). Emerging adulthood, the period between 18 and 25 years of age, is a critical time for the onset or exacerbation of disordered eating and exercise dependence among women, especially women attending college (Compas, Wagner, Slavin, & Vannatta, 1986; Vohs, Heatherton, & Herrin, 2001). Many factors likely contribute to WSMB in young women, including sociocultural, family, peer and psychological factors. A major limitation of the literature on psychological factors associated with WSMB is that it has focused nearly exclusively on women of European-descent. Yet there are indications that WSMB may be a significant problem among women of Latina-descent. Building on past studies and considering the gaps in empirical knowledge, this study examined two psychological constructs potentially associated with WSMB in European- and Latina-descent college women. Specifically this study examined the associations between perfectionism and obsessive-compulsiveness and the WSMB of disordered eating and exercise dependence accounting for body dissatisfaction as a potential confounder of these associations. Five hundred two college women (87.5% European-descent, 12.5% Latina-descent) participated in the study. Multiple-group structural equation modeling examined whether the relations among latent constructs in the hypothesized model differed across ethnic groups. An unconstrained model, in which the paths were not constrained to be equal for the two ethnic groups, was a significantly better fit for the data. Perfectionism and obsessive-compulsiveness were positively associated with body dissatisfaction for European-descent women. However, only perfectionism was positively associated with body dissatisfaction for women of Latina-descent. Body dissatisfaction was not significantly associated, either positively or negatively, with disordered eating or exercise dependence for either ethnic group. For women of European-descent, perfectionism and obsessive-compulsiveness were positively associated with both disordered eating and exercise dependence. For Latina-descent women, obsessive-compulsiveness was positively associated with disordered eating and exercise dependence. The association between obsessive-compulsiveness and exercise dependence was moderated by ethnicity such that the association was more pronounced for Latina-descent women than for European-descent women. I conclude that while college women of European- and Latina-descent engage in similar rates of WSMB, the degree to which perfectionism and obsessive-compulsiveness may be associated with these behaviors may differ for the two groups. Longitudinal research is necessary to further investigate the issues raised in the present study.Item Open Access Female graduate students in atmospheric science explain what supports and challenges their persistence(Colorado State University. Libraries, 2013) Trott, Carlie D., author; Canetto, Silvia Sara, advisor; Aloise-Young, Patricia, advisor; Denning, A. Scott, committee memberWomen are underrepresented in Atmospheric Science (ATS) higher education, particularly at the doctoral level (NSF, 2012c). The present study explored how female ATS graduate students explain their persistence in the field, with a focus on both supportive and challenging influences on persistence. In-depth, semi-structured interviews were conducted with 25 women in an ATS graduate program (11 doctoral and 14 Masters level students), their ages ranging from 22 to 30 (Mage = 25.13). Five interrelated thematic categories, comprised of positive and negative influences on persistence, were generated through the analyses: (1) academic self-confidence and academic self-doubt; (2) educational engagement and educational detachment, (3) supportive and undermining personal relationships; (4) motivating and discouraging professional relationships; and (5) supportive and undermining ATS academic/professional systems, expectations, and practices. Each of the main five themes is explained in relation to women's ATS persistence and is also examined through a 'gendered lens', offering critical insights into women's views and experiences by recognizing the impact of structural constraints. This study provides important new information on women in graduate ATS studies, with implications for the design of future research as well as programs aimed at supporting women's persistence in ATS higher education and careers.Item Open Access Friendship problems and suicidality in Mexican-American and European-American adolescents: a longitudinal analysis(Colorado State University. Libraries, 2010) Winterrowd, Erin, author; Canetto, Silvia Sara, advisor; Harman, Jennifer J., committee member; Kees, Nathalie L., committee member; Chavez, Ernest L., committee memberThe influence of friends increases dramatically during adolescence, with different patterns by gender and ethnicity. Yet friendship factors in adolescent suicidality are understudied and not well-understood. Research has found a direct, long-term relationship between friendship problems and suicidality. Specifically, it has documented that factors such as social isolation, more negative friendships, poor quality friendship, and friendship intransitivity predict later suicidal ideation and nonfatal suicidality, with some relationships between friendship factors and suicidality being stronger than depression. However, it is unclear how these findings may apply to ethnic minority youth, particularly those with high rates of suicidality. This study explored the impact of friendship factors in the early teen years on suicidality in the late teen years, and among Mexican-American and European-American girls and boys. Participants included youth in good academic standing and youth at risk of dropping out as well as youth who had dropped out of school. Data collection occurred in two waves from 1989 to 2001, with the second wave beginning about three years after the start of the first wave. The sample consisted of 295 (59% Mexican-American; 41% European-American) adolescents ages 14-20 (M = 16.5) at Time 1, and ages 18-23 years (M = 19.5) at Time 2. The friendship factors measured in this study were having friendship problems such as social isolation (lack of friends) and poor quality friendship as well as having problematic friends such as friends' school disconnectedness and friends' delinquency. These friendship factors were chosen because of their established relationship with adolescent suicidality, in the case of friendship problems such as social isolation and poor quality friendship, as well as their association with other adolescent problem behaviors, as in the case of problematic friends such as friends' school disconnectedness and friends' delinquency. Logistic regression was used to predict suicidality at Time 2 as a function of friendship factors at Time 1 (controlling for suicidal ideation at Time 1). Logistic regression was also used to examine whether depression mediated the relationship between friendship factors and suicidality. This study confirms the role of friendship factors in youth suicidality, with variability by ethnicity and sex, and with an important role for depression as a mediating factor. For European-American youth, depression fully mediated the positive relationship between having friends who were disconnected from school and suicidal ideation. In contrast, having friends who were disconnected from school was negatively associated with suicidal behavior for Mexican-American youth, particularly Mexican-American boys, after controlling for depression. At the same time, for Mexican-American youth, having delinquent friends predicted higher rates of suicidal ideation above and beyond the contribution of depression and initial suicidal ideation. In this study, social isolation and poor quality friendship were not predictors of suicidal thoughts or behavior. Compared to other longitudinal studies of friendship factors and suicidality, the current study found that the relationship varies by ethnicity with different friendship factors predicting suicidality for Mexican- and European-American youth. Additionally, problematic friends were a better predictor of suicidality than having friendship problems. This study begins to articulate what may be ethnic-specific risk factors in adolescent suicidality. If confirmed, the findings have implications for the design of culturally-grounded models of suicide prevention.Item Open Access The role of women's identification with math and academic major in women's susceptibility to stereotype threat and stereotype lift(Colorado State University. Libraries, 2015) Deviyanti, Devi, author; Canetto, Silvia Sara, advisor; Hernandez, Paul, advisor; Kees, Nathalie, committee member; Troup, Lucy, committee memberA stereotype threat (ST) occurs when individuals underperform in a domain, for example in math, as a result of exposure to a relevant negative stereotype. Women engaged in math-intensive tasks can experience ST when negative stereotypes about women's math ability are made salient, via for example, test instructions that allege superior math performance by men. Evidence regarding the role of ST test instructions on women's math performances has been mixed (e.g., Bell, Spencer, Iserman, & Logel, 2003; Schmader, 2002). While prior studies found that women underperform in ST conditions that emphasize the validity of a math test (i.e., when a math test is presented as indicative of math ability), no study has included a condition in which the validity of a math test is downplayed (i.e., "test not indicative of math ability" conditions). Studies examining conditions alleging men's superiority in math (i.e., "men perform better than women" conditions) have not included conditions that presented a math test as indicative of math ability (Cadinu, Maass, Frigerio, Impagliazzo, & Latinotti, 2003; Johnson, Bernard-Brak, Saxon, & Johnson, 2012). Additionally, it is unclear which women are most vulnerable to math ST conditions. While ST is found to have greater impact on women who are highly identified with math relative to women with low identification with math (e.g., Aronson, Quinn, & Spencer, 1999), there is also evidence that women in math-intensive majors (e.g., engineering) have lower susceptibility to math ST than women not in math-intensive majors (e.g., psychology) (Crisp, Bache, & Maitner, 2009; Croizet et al., 2004). Furthermore, the roles of identification with math and academic major have been researched independently. The present study examines the roles of women's identification with mathematics and college majors on their susceptibility to math underperformance under two ST conditions, one related to the validity of the math test and the other involving comparisons in math performance between women and men. Women (n = 847), of whom 231 were in math-intensive majors and 616 were not in math-intensive majors at a large Mountain West state university, completed the Identification with Math Scale and reported their college majors five to seven days before completing a mathematics test. They were then randomly assigned to one of six math ST conditions in a 2 (Validity of Math Test Variable: test indicative of math ability, test not indicative of math ability) × 3 (Women-Men Math Performance Differences Variable: men perform better than women, no mention of differences in math performance, or women perform better than men) factorial design experiment. It was hypothesized that women in the "men perform better than women" condition would underperform relative to women in the "no mention of differences in math performance" condition. It was also hypothesized that women high in identification with math who were assigned to the "test indicative of math ability" condition would experience greater math underperformance than women in the "test not indicative of math ability" condition. A significant interaction between the Women-Men Math Performance Differences Variable and the Identification with Math Variable was found. Women high in identification with math in the "men perform better than women" condition scored significantly lower than women in the "no mention of differences in math performance" condition. No such difference in performance was observed for women low in identification with math. Women in the "women perform better than men" condition performed better than women in other conditions regardless of their identification with math. This study's findings suggest that women who strongly identify with math may be especially vulnerable to ST, consistent with past findings (e.g., Steinberg, Okun, & Aiken, 2012). In support of findings from past studies (e.g., Johnson et al., 2012), this study also demonstrates that to do well in math tests women may benefit from exposure to information explicitly contradicting female math incompetence stereotypes. Current study's findings have implications for intervention programs with highly math-identified women.Item Open Access Views, goals, expectations, and experiences of family and work among women and men in science: a longitudinal perspective(Colorado State University. Libraries, 2021) Scherbak, Veronica, author; Canetto, Silvia Sara, advisor; Gibbons, Alyssa, committee member; Lucas-Thompson, Rachel, committee memberIn the United States women are underrepresented in many science fields, particularly in leadership positions. It has been theorized that work-family interface issues, including those related to having a spouse and children, are a critical challenge for women in science. Having a spouse and children, however, is not an experience unique to women in science, therefore theoretically at least, work-family interface issues are issues for men in science as well. Research on the work-family interface has primarily focused on women so it is less clear how men in science deal with work-family interface. Other limitations of the research on work-family interface are that it has been mostly cross-sectional and mostly focused on the undergraduate or the professional stages, with less information being available about the graduate and early post-doctoral years. This study examined female and male scientists' views, goals, expectations, and experiences of work, marriage and parenthood at two points in their educational and work trajectory, the first being the graduate-program stage, and the next being a few years later. Interviews with 8 scientists (4 women, 4 men) who were in a committed heterosexual relationship at time 1, and married by time 2 were conducted. In addition to the interviews, the participants completed a questionnaire about their educational, career and family background. The time 1 findings in terms of work, marriage and parenting were consistent with those of previous studies. Female scientists expressed gratitude to their partner, while male scientists appeared to expect the support they received from their partner. Female scientists planned to make, and made accommodations for their partner's careers. Male scientists did not, and treated their careers as a priority. Female scientists viewed raising their children as their responsibility. Male scientists discussed investing in their careers as the means to fulfill their responsibility toward their children. The male scientists described family time mostly as a reprieve from work, not as another kind of work. By time 2, a polarizing shift in work, marriage, and parenting priorities and behavior was observed among both female and male scientists. For female scientists the shift coincided with the transition to being a mother. Female scientists talked about their science career as secondary to their partner's career. They also took on the majority or all childcare tasks. In contrast, male scientists had increased investment in their own career. Limitations of this study include that participants self-selected in the study and also that only one person from the couple was interviewed. The strengths include that this study focused on one field, that it was longitudinal, and that it included female and male scientists. This study's findings, together with those of related studies, suggest that two of the reasons that women are underrepresented in science leadership is that they are socialized to, and therefore often make career sacrifices to accommodate their family—including, in heterosexual couples, giving priority to their male partners' employment and taking responsibility for most if not all childcare. By contrast, men are socialized to, and therefore often invest in paid work as a way to fulfill both work and family responsibilities--which for male scientists in heterosexual couples often means having a career minimally or completely not encumbered by family responsibilities.Item Open Access What do you think triggers suicidal thoughts and what do you think makes people act on those thoughts? Peruvian college students' beliefs about suicide precipitants(Colorado State University. Libraries, 2013) Ogle, Andrew D., author; Canetto, Silvia Sara, advisor; Borrayo, Evelinn, committee member; MartÃnez Uribe, Patricia, committee member; Pedrós-Gascón, Antonio, committee memberPeruvian youths are the most suicide-vulnerable age group within the most suicide resilient South American country. The present study draws on cultural script theory to investigate Peruvian college students' beliefs about the precipitants of suicidal ideation and behavior. It examines potential differences in those explanations for women and men, and also based on respondents' personal history of, and exposure to suicidal ideation and behavior. Five hundred twenty-two Peruvian college students responded to two questions: "What do you think would lead someone to feel suicidal?" and "What do you believe would make a person act on those thoughts?" Responses were coded and analyzed using elements of grounded theory and the constant comparative method. Negative events, negative thoughts (i.e., worthlessness, helplessness, and meaninglessness), negative emotions, and a negative character were reported as the principal suicide precipitants. Women were more likely than men to attribute suicidal ideation to negative relationship events. No other respondent characteristics were related to the content of suicide beliefs. These results suggest that Peruvian college students' beliefs about suicide vary by gender in the same way as the beliefs by youths in the US, but to a lesser extent. Perceived causes of suicide were similar and distinct compared to UK and New Zealand. Implications are that prevention efforts should not take a one-size-fits-all approach.Item Open Access Women in science's family and career expectations, intentions and decisions: how do they evolve over the graduate and early career years?(Colorado State University. Libraries, 2014) Stevens, Sarah, author; Canetto, Silvia Sara, advisor; Gibbons, Alyssa, committee member; Kees, Nathalie, committee memberA wide body of research has documented that women drop out of science at each successive stage of education and career, a phenomenon known as the leaky pipeline (Goulden, Frasch & Mason, 2009). This phenomenon is especially evident in Atmospheric Science (ATS), a group that loses women at a higher rate than other geoscience fields (NSF, 2013). One reason for this loss is the stress of education and career on family planning and vice versa (Thiry, 2011). This conflict is particularly intense for women in dual-career relationships, perhaps related to a socialized pressure to prioritize their relationships over their careers (Canetto, Trott, Thomas, & Wynstra, 2012; Larocque, 1995). One limitation of prior studies is that they are cross-sectional. No previous research has longitudinally examined the work and family choices and experiences of female ATS graduate students. This study will do so by investigating how female graduate students in ATS think about commitment to one's partner and make decisions about job location.