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Browsing by Author "Peila-Shuster, Jackie, committee member"

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    Adolescent leadership self-efficacy and future orientation correlates: contingencies of race and parental educational attainment
    (Colorado State University. Libraries, 2022) Mingola, Nicole, author; MacPhee, David, advisor; Walker, Aimee, committee member; Peila-Shuster, Jackie, committee member
    Using a Positive Youth Development (PYD) framework to guide this research, it is critical that adolescents develop skills for attaining leadership self-efficacy and a positive future orientation. Historically, adolescents marginalized by race or socioeconomic status may not be presented with the same developmental opportunities as their counterparts. The purpose of this research is to examine the relationship between adolescent leadership self-efficacy and future orientation while identifying contingencies by race and/or parental educational attainment. The sample of predominantly Black, Indigenous and people of color (BIPOC) adolescents was obtained from a secondary dataset from a family leadership program. Results highlight a strong positive relationship between leadership self-efficacy and future orientation among adolescents contemporaneously and over time. Moderation by parental educational attainment, but not by race, was supported. Strengths, limitations, and future directions are discussed.
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    Calling in the United States: prevalence and the role of source
    (Colorado State University. Libraries, 2018) White, Micah, author; Dik, Bryan, advisor; Beseler, Cheryl, committee member; Peila-Shuster, Jackie, committee member
    Research on calling as a construct in vocational psychology has grown substantially in the past decade. However, questions pertaining to the prevalence of calling and role of source of calling remain unanswered. The present study used data from Wave 2 of the Portraits of American Life Study: a nationally stratified panel study of religion in the United States. Part One of this study sought to estimate the prevalence of calling in the United States while Part Two investigated whether or not participants' source of calling affected relationships between living a calling, job satisfaction, and well-being correlates. In general, estimates in this study suggest that calling is a relevant concept for many adults throughout the United States, with significant differences in presence of and search for calling being found for age, employment status, and the importance of God or spirituality. Additionally, results demonstrated that source of calling moderated the relationship between living a calling and job satisfaction such that, for those citing an external source of calling, living a calling was not predictive of job satisfaction. Furthermore, importance of God or spirituality was found to be an important predictor of living a calling, purpose in life, and hope for the future. These findings represent the first known population estimates of calling in the United States and extend the existing literature on calling by providing further information pertaining to the relative importance of source of calling and spirituality in predicting relevant work and well-being outcomes.
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    Depression and the college transition: the lived experiences of first-year college students who self-report as having depression
    (Colorado State University. Libraries, 2023) Alvarez, Joshua T., author; Anderson, Sharon K., advisor; Peila-Shuster, Jackie, committee member; Basile, Vincent, committee member; Snodgrass, Jeffrey, committee member
    The transition to college is a transformative time in a student's life. The first year of college is especially critical as the transition from secondary education to college can determine whether a student succeeds or fails in in college (Gale & Parker, 2014; Taylor & Harris-Evans, 2018). Students with depression enter their first year of college with symptoms that create difficulties with work, home, or social activities (Pratt & Brody, 2014). Depressed mood results in a lack of energy, concentration, self-worth, and interest in daily activities (Auerbach et al., 2018; National Institute of Mental Health, 2019; Vanderlind, 2017). This phenomenological study examined the research question: How do students who recently completed their first two semesters describe their lived experienced with depression during their first-year transition to college? The 11 student participants who participated in this study had graduated from high school in the spring and transitioned to college the next fall, recently completed their first two semesters at a public university, and self-reported having depression prior to and during their first year of college. Using Schlossberg's Transition Model as a framework, the study's ordinate themes were captured within the 4S's: Situation, Self, Support, and Strategies. The ordinate themes of Situation consisted of: Transition Recognition, Adulting, Loneliness and Isolation, Questioned College, and Hopeful. Self consisted of: Comparing to Others, Minoritized Identities, and Self-Discovery. Support consisted of: Family Support and Friend Support. Strategies consisted of: Changing Strategies, Detrimental Coping Strategies, and Inability to Cope. The study provided implications for higher education and future research.
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    Effects of parental separation on the resilience of children who have experienced trauma
    (Colorado State University. Libraries, 2017) Chen, Deborah, author; Youngblade, Lise, advisor; Farinas, Janina, advisor; Peila-Shuster, Jackie, committee member
    This study examined the effects of parental separation on the resilience of children who have experienced trauma as well as assessing trauma severity, age, and gender as potential moderators of this relationship. There is considerable literature looking at the adverse effects of parental separation on children, but little has been done specifically related to children exposed to significant trauma. Utilizing data from the Colorado State University Children's Trauma and Resilience Assessment Center (CTRAC), the current study examined the effect of parental separation on resilient functioning, measured through the Resilience and Trauma Severity Scales for Children and Adolescents (RSCA) in a sample of 81 children who had been exposed to trauma. Furthermore, this study tested several moderators (trauma severity, age, and gender) on the association between parental separation and resilience in traumatized children. Results indicated no significant main effect of parental separation on resilience. However, trauma severity emerged as a significant moderator of the relationship between parental separation and children's resilience, and gender emerged as a significant predictor of certain aspects of resilient functioning.
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    Emotional intelligence: a qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program
    (Colorado State University. Libraries, 2015) Blakely, Stevie Dawn, author; Strathe, Marlene, advisor; Anderson, Sharon, committee member; Peila-Shuster, Jackie, committee member; Orsi, Rebecca, committee member
    This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.
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    Exploring the college choice process for gay men
    (Colorado State University. Libraries, 2022) Fisher, Ben M., author; Kuk, Linda, advisor; DiMirjyn, Maricela, committee member; Miller, Lisa, committee member; Peila-Shuster, Jackie, committee member
    This study explored the "lived experiences" of cisgender gay males and their college choice process. During individual interviews, study participants shared their experiences about their college decision-making processes, the variables important to their process, and if their sexual identity played a role in that decision-making process. Transcripts from interviews were reviewed and compared between participants for common themes and shared experiences using Interpretive Phenomenological Analysis. The study concludes with a discussion of the findings and a call for further research regarding the college choice process for gay men.
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    Reflecting on vocation: a randomized trial of online expressive writing career interventions
    (Colorado State University. Libraries, 2020) White, Micah, author; Dik, Bryan, advisor; Becker, Tony, committee member; Beseler, Cheryl, committee member; Peila-Shuster, Jackie, committee member
    Though recent research on calling has connected the construct to a variety of positive career-related and general well-being outcomes, there remains a scarcity of empirically tested interventions to increase calling. The present study sought to address this gap in the literature by experimentally testing three writing interventions based on Pennebaker's expressive writing paradigm (Pennebaker & Beall, 1986) with the intention of increasing participants' sense of calling and other career-related outcomes. These interventions included articulating one's general career goals (i.e., the career goals condition), anticipating potential future career obstacles (i.e., the adaptability condition), and reflecting on one's life purpose as it relates to one's future career (i.e., the purpose condition). This study also used text analysis software to explore whether the linguistic content of participant journal entries was predictive of study outcomes. While many results were non-significant, participants in the purpose condition reported greater presence of calling and vocational identity at post-intervention than participants in other conditions. Furthermore, use of causation words was predictive of presence of calling and career adaptability while use of negative emotion words was predictive of career confidence. Results appeared to support previous career development theory that has suggested that narrative-based reflections on one's personal passions, motivations, and purpose, as well as the prosocial impact of one's career, are beneficial. Limitations and considerations of how to improve these interventions in future studies are also discussed.
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    Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth
    (Colorado State University. Libraries, 2016) Rubinson, Amy, author; Aragon, Antonette, advisor; MacPhee, David, advisor; Peila-Shuster, Jackie, committee member; Haddock, Shelley, committee member
    This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing for the research. I prepared chapters 3, 4, and 5 as independent research publications; therefore, some of the introductory content of each is summative and yet repetitive of the chapters that precede it. In the final, sixth chapter, I describe how the three research studies relate to each other and contribute to the research worlds of youth development and out-of-schooltime programming, specifically as related to identity development, college readiness, and exposure to science, technology, engineering, and mathematics (STEM) fields. The research in study 1 supports other findings that out-of-schooltime programs provide support for youth of color. I collected data through focus groups of program participants and alumni to understand the participants' experiences in the program. The study results show the amount of community cultural wealth (CCW) that youth of color developed through participation in the out-of-schooltime program. The research also emphasizes the role of the program location in the development of CCW. I use a critical-race-theory (CRT) lens through which to frame the analyses for this portion of the research. I present the data through a composite counternarrative told through the program participants' voices. Findings reveal that the participants experienced a great deal of CCW, which seemed to assist them during college. I include examples of the six forms of CCW the participants gained from the program. The study concludes with suggestions for practice and future research. This research is part of a larger project intended to provide a basis for increased understanding into how out-of-schooltime programs support underrepresented youth. In the second study, I investigate the factors that seem shared among participants who graduate with 4-year degrees and among those who do not. I use qualitative and quantitative survey data to gather information from alumni youth participants. I analyze the data using a CCW and bioecology framework to understand the strengths of the community throughout the college-readiness process. Findings reveal that participants who academically successful are supported from many different venues. Additionally, these participants need opportunities to shine and show pride in their academics and STEM accomplishments. Those participants who pursued STEM fields indicated they were engaged in fun STEM activities at a young age and received positive recognition in a STEM area. This research supports the need for youth programs that create an inclusive community and values each person’s role and contributions. This study closes with suggestions for practice. For the final study of this three-part research project, I investigated the ways in which amount of experienced discrimination and level of identity awareness influenced participants’ academic and STEM outcomes. I used the same qualitative and quantitative survey tool as in the prior study, and the same population of youth program alumni. I analyzed the data using a three-part framework, including CCW, CRT, and bioecology. I used bioecology in the survey design, as is evident in the survey asking about many components of participants’ lives. I used CRT to identify instances of discrimination and to reframe my perspective to be that of my participants instead of my own. I used CCW to identify strengths the participants employed to overcome discrimination and other obstacles. Findings reveal that participants experienced increasing discrimination for multiple identities at each of the escalating levels (individual, institutional, societal, and civilizational). Additionally, the nonSTEM-persistent participants experience more high-level awareness and discrimination for their identities compared to the STEM-persistent group. In many cases, participants who had experienced more discrimination had higher academic aspirations. This research builds on the growing knowledge base related to the experiences and effects of institutional racism on underrepresented youth.
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    Stuck in the middle: Generation Xers lived experiences in the workforce while navigating between Baby Boomers and Millennials, and perceived impact on their job satisfaction
    (Colorado State University. Libraries, 2015) Dickson, Suzanne Armatas, author; Lynham, Susan A., advisor; Peila-Shuster, Jackie, committee member; Steger, Michael, committee member; Wallner, Barbara, committee member
    Generation Xers are defined as those individuals born between the years of 1965-1980, and represent between 46-49 Million in the U.S. population, and are considered a much smaller cohort than Boomers (80 Million) and Millennials (78 Million). Gen Xers argue that they are overshadowed by the notable influence of the Boomers and a perceived anticipation of the Millennials to become "the next great generation" in the workforce and as such, describe themselves as "stuck in the middle" while waiting for Boomers to retire so they may advance in their careers. However, pronounced demographic trends may have exacerbated Gen Xers' perceptions of neglect and being stuck in the middle. These demographic trends include Boomers continuing to work and Millennials entering the workforce and bringing with them vastly different work preferences, values and expectations than the proceeding generational cohorts. These two dimensions --Boomers continuing to work, and Millennials entering and beginning to influence the workforce--suggest a potentially enigmatic challenge for the smaller but still relevant cohort of Gen Xers with the potential impact on Gen Xers being relatively unknown. This exploratory study was to examine the unique workforce experiences of Gen Xers as it related to being stuck between the Baby Boomers and Millennials and thereby, gain understanding of the perceived impact to their job satisfaction. To describe, understand and find meaning in the participants co-constructed findings, a hermeneutic phenomenology methodology was utilized that was grounded in a constructivist paradigm. The findings from this study represent the individual, shared and co-constructions of six participants which resulted in twelve global themes. The twelve themes include: 1: "Stuck in the middle" is experienced and expressed differently by Gen Xers; 2: Gen Xers have anxiety about their professional future; 3: There are challenges unique to Gen Xers; 4: Gen Xers have perceptions about themselves and their work role; 5: There are generational similarities and differences; 6: Unique work culture impacts generational issues; 7: There may be economic influences on their career; 8: Historical context shapes who Gen Xers are as adults; 9: Baby Boomer influences contribute to job dissatisfaction; 10: Extrinsic motivators; 11: Intrinsic motivators; 12: Job satisfaction or dissatisfaction can carry over to life. The global themes are further comprised of organizing and basic themes to provide additional breadth and depth of understanding of this phenomenon. The study concludes by acknowledging that the voices of the Generation X participants have been heard through the compilation of their personal stories. It is noted that their stories and experiences were largely influenced by three primary factors which include recognition of the individuality of Gen Xers, lack of mutual exclusivity between generational cohorts, and the significance of context in understanding one's lived experience. Finally, drawing from the findings, recommendations are provide to inform research, theory and practice.
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    Undergraduate experiences of military spouses
    (Colorado State University. Libraries, 2018) Chadwick, Heather L., author; Kuk, Linda, advisor; Doe, Sue, committee member; Mallette, Dawn, committee member; Peila-Shuster, Jackie, committee member
    The purpose of this interpretive phenomenological analysis was to understand the lived educational experiences of active duty military spouses pursuing an undergraduate degree, with a focus on the perceived opportunities and challenges related to degree completion. Data were collected from nine participants who identified as an active duty military spouse enrolled in an undergraduate program. Three research questions guided this study: What are the educational experiences of active duty military spouses pursuing an undergraduate degree? How do military spouses, as nontraditional students, manage the educational opportunities, benefits, and challenges presented to them while pursuing an undergraduate degree and what success strategies do they use to persevere? How do military spouses view the value and utility of obtaining an undergraduate degree? Data were analyzed and five themes emerged: previous educational experiences before the military, challenges of military life, opportunities of military life, success strategies, and career goals. These students demonstrated a diverse array of expressed motivations and characteristics. The essence of these military spouses was characterized by a form of altruistic resilience. The altruistic or selfless nature of their expressed motives extended beyond their own immediate educational or professional needs and ambitions. Numerous spouses noted the impetus to pursue their education was to inspire their children. Likewise, they often placed the demands of their spouse's military career, and the associated volunteer responsibilities, ahead of their own needs and desires. Yet, they persevered.