Theses and Dissertations

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Open Access
Perceived deterrents to classified staff's voluntary participation in staff development activities
(Colorado State University. Libraries, 1994) Reed, Nancy L., author; Nelson, Barbara J., 1949-, advisor; Richburg, Robert W. (Robert Williams), committee member; Smith, Patricia, committee member; Darkenwald, Gordon G., committee member
The purpose of this study was to identify the deterrents to public higher education classified staff's voluntary participation in staff development activities. The population was classified staff at the three Colorado State University System institutions: Colorado State University, Fort Lewis College, University of Southern Colorado. The sample population was asked to respond to the Deterrents to Participation Scale--Staff Development (DPS-SD), a modified form of the Deterrents to Participation Scale- -General Form (DPS-G). The survey asked thirty-five questions, comprising six participation deterrent factors, and nine demographic questions. A correlational design was utilized to study the relationships between the participation deterrents perceived by classified staff and their demographics and the relationships between classified staff's perceived participation deterrents and those perceived by the personnel/human resource services directors of the three campuses.
Open Access
Clozapine and clubhouse treatment model and vocational outcomes of adults with schizophrenia
(Colorado State University. Libraries, 1998) Beckel, Dennis N., author; Banning, James H., advisor; Feller, Richard, committee member; Anderson, Sharon K., committee member; Hall, Bruce, committee member
This quasi-experimental study of the vocational outcomes of persons with schizophrenia who participated in both of two different psychosocial treatment models and one of two different psychopharmacological treatments. Vocational outcomes of clients requesting vocational rehabilitation services and participating in clubhouse model programs were compared with vocational outcomes of clients requesting vocational rehabilitation services and participating in traditional day treatment programs. Vocational outcomes of clients taking clozapine were compared with those taking other psychotropic medications. Combined effects of the psychosocial treatments and the psychopharmacological treatments was also examined. Included in this study were 150 clients with schizophrenia, all of whom participated in a cooperative vocational program of the Colorado Rehabilitation Services and the Colorado Division of Mental Health from 7/1/94 to 7/1/96. Successful employment outcomes for these clients were defined as sixty days of continuous employment, or "Status 26". Clients with schizophrenia who participated in a clubhouse model had significantly higher employment rates than those participating in a traditional day treatment model. Clients with schizophrenia taking clozapine had significantly higher employment rates than those taking other medications. Clients with schizophrenia participating in a clubhouse and taking clozapine did not have significantly higher employment rates than those only participating in clubhouse or those only taking clozapine. However, for those clients taking clozapine only, participating in a clubhouse only or both, had significantly higher employment rates than clients under neither condition. Four secondary results involving all participants with all diagnoses (n=439) were provided for future research: a) persons with major mental illness who participated in a clubhouse program had 16.9% better employment outcomes than participants in a day treatment program; b) males and females with major mental illness had equal employment outcomes, whether participating in a clubhouse or day treatment; c) no employment outcome differences occurred between the Denver metropolitan area's and other large cities' day treatment programs, but significantly better employment outcomes were observed in the metro Denver clubhouses than in the other large cities' clubhouses; d) employment data for 1994-1995 and 1995-1996 for all diagnoses showed that 11.4% more clients were successfully employed in the first year of the study than the second.
Open Access
Repatriates: the relationship between bicultural self-efficacy and repatriate difficulty
(Colorado State University. Libraries, 2003) Aure, Aaron, author
The study hypothesized a positive influence of bicultural competencies (BC) -- specifically bicultural self-efficacy (BSE) -- on repatriate difficulties (RD) and possible group differences between minority and dominant groups. One hundred and thirty-two students returning from a study abroad experience were used as participants. Students were solicited using e-mail and asked to complete a web survey. The survey consisted of two scales measuring BSE and RD. The survey also collected categorical data including sex, ethnicity, terms spent abroad, terms since return, and fluency in the host country language. The BSE scale (α = .73) was an adapted scale from (Harrison, 1996), and the RD scale (α = . 79) was created from eight RD themes (Osland, 2000). A factor analysis on the RD items resulted in two separate factors, Host Country Comparisons (HCC) and Home Country Specifics (HCS). HCC had an overarching theme of comparing host country experiences with home country experiences. The questions related to HCS had an overarching theme related to RD experiences specific to the context of the home country. A small to medium size positive correlation was found between BSE and one aspect of repatriate difficulty, HCC (p = .005). Statistical significance was not found between the minority and dominant groups. Also, no group differences were found after controlling for categorical variables. The study suggested that BCs have a positive relationship with RD. To further understand these results a post-hoc literature review was completed on five other Bicultural Competencies, which resulted in continued support of the study's hypotheses. Further research will be required to provide additional empirical evidence to either refute or support these initial findings. This study concluded that: (1) BSE and BCs may have a positive relationship with RD. (2) The theory supporting this study might not be accurate, although one study is not adequate to refute such theories. (3) The impact of one BC may not be adequate to provide a clear positive or negative relationship with RD. Including the other 5 Bicultural Competencies may not only show a clear relationship with RD but also help us further understand the concept of BCs.
Open Access
The experiences of retirees and their decision to return to the workforce: implications for organizations
(Colorado State University. Libraries, 2005) Venneberg, Donald L., author; Gilley, Jerry W., advisor; Banning, James H., committee member; Shulman, Steven, committee member; Makela, Carole J., committee member
The purpose of this study was to discover and describe the meaning retirees ascribe to the experience of retiring and then returning to paid work. The study followed a qualitative research design of interpretive phenomenological analysis. Twelve retirees (seven men and five women) who had returned to paid work were interviewed for the study. Two sets of themes emerged from this study. The first set of major themes provided the context of the findings of the study; reasons for retiring, reasons for returning to work, barriers or challenges to returning to work and why they chose to work for the particular organization or do the particular type of work in their post-retirement employment. The set of constituent themes within the context themes provided the basis of the essence of how the participants experienced the phenomenon of retiring and returning to work.
Open Access
Understanding the nature of medication adherence issues with the HIV infected patient in the family practice setting
(Colorado State University. Libraries, 2005) Prutch, Peter Thomas, author; Banning, James H., advisor; Quick, Donald Gene, advisor; Buchan, Victoria V., committee member; Kaminski, Karen, committee member
One of the greatest challenges in managing the medication therapy in any chronic disease is how to influence human behavior, such as adherence to antiretroviral therapy in the Human Immune Virus (HIV) positive patient. Although data demonstrate significant viral suppression and immunologic benefits of therapy when taking antiretroviral medication at a 95% adherence, non-adherence remains a problem in the HIV or Acquired Immune Deficiency Syndrome (AIDS) population. Past literature indicates it may relate to the quality of information given, the impact of the regimen on daily life, the physical or the incapacity of patients, or their social isolation. This is a basic qualitative research study. The purpose of this study is to have a basic interpretive qualitative understanding of the nature of non-adherence to mediation in the HIV infected patient in a family practice setting. During interviewing, each participant had their own personal story about being HIV positive and why they adhere or do not adhere to their medication regimen. It appears that adherence to any highly active antiretroviral therapy (HAART) revolves around the well being and the understanding of lifelong commitment of the HIV patient. A hypothetical model has been constructed relating the Health Belief Model to HIV medication adherence as found in this study. The educational opportunities for the HIV infected person have improved over the past 10 years. Many private and government organizations provide training and learning materials and the healthcare providers are more aware of the needs of the HIV positive person. The lifestyles of HIV positive people are no different then the non-infected person. However, the side effects of the HAART have been shown to affect the adherence. Seeing HIV in a more positive light contributes to the well being of the infected person. Patients find it easier to cope with their disease if they see it as an opportunity for personal growth or can attach some other positive meaning to it. The outlook on HIV disease has gone from a death sentence to one of guarded optimism. It is viewed as a life long commitment.
Open Access
Vietnamese-American students at Midwestern Community College: a narrative inquiry study
(Colorado State University. Libraries, 2007) Bottrell, Cynthia A., author; Harbour, Clifford P., advisor
The purpose of this qualitative narrative inquiry study was to discover how heuristic knowledge is developed in the academic and social journeys of Vietnamese-American students enrolled at Midwestern Community College, MWCC (a pseudonym). Additionally, the study explored how Vietnamese-American students are able to utilize heuristic knowledge to overcome barriers to their success, as identified by Padilla et al. (1997). Vietnamese-American students were interviewed in an effort to understand how they describe and explain their "lived experiences" while attending MWCC.
Open Access
Using the Reactions to Group Situations Test to profile higher education administrators relative to team behavior predisposition and demographics
(Colorado State University. Libraries, 2007) Brauer, Douglas C., author; Harbour, Clifford P., advisor
This study facilitated the development of a profile of the predisposition for team behavior for community college administrators on the path to, or having, membership in an executive leadership team (ELT). The profile was based on emotionality and work (EW) variables, as defined by Basic Assumption Theory. The EW data were collected using the Reactions to Group Situations Test (RGST). The profile consisted of EW variable data examined in conjunction with demographic variable data, which included age, gender, time at institution, time in position, position title, educational level, race/ethnicity, social class of origin, and ELT membership status. The RGST instrument was used to collect data from community college administrators from the State of Illinois. From this, insight was gained to better understand the community college administrators' predisposition for team behavior as a discovery research step intended to lead to the identification of potential developmental interventions for individuals and ELTs to facilitate high team effectiveness.
Open Access
The lived experience of community college students enrolled in high risk online courses: opportunities and obstacles
(Colorado State University. Libraries, 2007) Bambara, Cynthia S., author; Harbour, Clifford P., advisor
This qualitative study explored the lived experience of community college students who were enrolled in a high risk online course (HRC). This phenomenon was examined through data collection in personal interviews with 13 students enrolled in four online courses with high rates of withdrawal or failure during five semesters from spring 2005 through summer 2006.
Open Access
Developing knowledge and skills to teach multicultural education
(Colorado State University. Libraries, 2007) Aberle, Jennifer T. Mattern, author; Kees, Nathalie L., advisor; Zimmerman, Toni Schindler, advisor
In order to promote effective multicultural education in an increasingly diverse society such as the United States, understanding processes and factors that help teachers build knowledge and skills for integrating social justice and diverse perspectives into their teaching is important. The purpose of this study was to contribute to the dialogue that is bridging the gap between theoretical and empirical issues of multicultural education with the practices of teaching among diversity (Ali & Ancis, 2005; Banks, 2003; 2006; Banks & Banks, 2004; Gay, 2000; 2004; Sleeter & Bernal, 2004). The focus of this study was on teachers -- not as conduits by which information is transferred to students -- but as individuals with beliefs and experiences that inform their construction of meaning and knowledge, which is inextricably linked with what and how they teach. Therefore, understanding processes of development for teaching in multicultural ways is essential to advance effective teaching in a diverse society.
Open Access
Lessons learned from the case study of a university-based teacher education program for second career adults: stakeholder views over 18 years
(Colorado State University. Libraries, 2007) Butler, Alexandra S., author; Lehmann, Jean P., advisor; Uchiyama, Kay, advisor
In recent years the need for teachers has brought discussions about alternative teacher training models to the forefront (Huling, 2001; Levine, 2006). This study was conducted to understand best practices related to one type of alternative teacher education program; a fast track university graduate education program for second-career adults. The researcher used an embedded case study methodology with four stakeholder groups; program graduates (n=101 or 50% of the available sample), program directors (n=6), university administrators (n=6), and selected employers of graduates (n=6). The graduates completed an online survey addressing their satisfaction in the program. The researcher conducted hour-long interviews with the other three participant groups to further explore factors that either positively or negatively affected the program's implementation. Additionally the researcher reviewed program archival materials.
Open Access
Women in the high school principalship
(Colorado State University. Libraries, 2007) Cook, Dierdre R., author; Cooner, Donna, advisor; Lucero, Rodrick, advisor
Women are underrepresented in the ranks of the high school principalship. Long hours and lack of support may make the job unappealing for candidates. As America "grays" there is a predicted shortage of principals to lead our schools. The study examines, through the words of three women, how they think and speak of their journey to a principalship. Their experience can guide aspiring administrators. This study is an interpretative phenomenological analysis. Five themes emerged: perceptions, leadership traits, support systems, career paths and lesson to share. The participants (self) tape-recorded their responses to a series of reflective questions that describe their experiences as high school principals. The tapes were transcribed verbatim and analyzed. The data was collected in three phases; spanning a total of eight-weeks. Each phase required a two-week window for the participant to think about the questions and respond. The participants reflect on barriers to obtaining a principalship, career paths, and counsel that they have for aspiring secondary women principals. The literature review examines the issue of continued under representation of women in the high school principalship, leadership styles and traits, and ways to meet the increasing demand for public school leadership in the 21st century. The study was also reflective of the limited number of available participants in the regional area examined. The participants mirror the literature by underscoring the following areas: leadership training, understanding the work of the principalship, networking and mentoring as tools to assist women in being successful in the high school principalship. This study draws from aspects of an ambitious, complex, and broad-based need to understand the female experience in relationship to the high school principalship. The perspectives provide a context for success as practitioners.
Open Access
Technological literacy: design and testing of an instrument to measure eighth-grade achievement in technology education
(Colorado State University. Libraries, 2007) Castillo, Mauricio, author; De Miranda, Michael A., advisor; Folkestad, James E., advisor
This study was focused on the design and testing of an assessment instrument to measure eighth-grade student achievement in the study of technology. The instrument measured the impact of instruction in technology education to determine if technology education instruction guided by the Standards for Technological Literacy (STL) can enhance students' technological literacy. The assessment instrument designed lo measure technology literacy was reviewed by panel of experts in the field to attain content validity and was pilot-tested before being administered to two groups of eighth-grade students (N=272). The study utilized a two-group post-test only design, a treatment group who had received instruction in technology education in the form a modular instructional delivery classroom and a control group who had not received any formal education in the study of technology. The results of study found that eighth-grade participants taking a technology class performed better (M=15.42, SD=5.42) than those who had no previous technology class exposure (M=14.07, SD=5.25). In comparing the means of the eighth-graders' post-test, there was a significant difference F (1, 270) = 4.40, p=.037, p<.05 detected by the instrument designed and tested in this study. The findings in this study suggest that standards-based modular instruction in technology education enhances students technological literacy-an imperative for success in a world that is increasingly dependent on a technologically literate society.
Open Access
A systematic review of interventions in secondary mathematics with at-risk students: mapping the literature
(Colorado State University. Libraries, 2007) Dugan, James Joseph, author; Gloeckner, Gene, advisor; Cobb, R. Brian, advisor
A systematic review of 3,814 published and unpublished citations identified in a literature search on interventions in secondary and early postsecondary mathematics with at-risk students between 1990 and 2004 was conducted. The goal of the systematic review was to identify those interventions which are most successful at improving the mathematics achievement of at-risk students while reducing the mathematics achievement gap. The utilization of a multi-phased coding process resulted in 100 empirical studies meeting the inclusionary criteria while yielding effect size estimates for a number of interventions and for multiple at-risk factors. This report summarizes these studies through a two-level mapping of the literature base. It identifies the interventions, at-risk factors, sample characteristics, study settings, and methodological research designs utilized in this body of empirical studies. The results of this approach suggest that those interventions identified as effective in increasing mathematics achievement with secondary and early postsecondary, at-risk students can be grouped into two primary intervention categories (a)Â pedagogical or instructional interventions, including cognitive and metacognitive approaches, cooperative learning, and peer tutoring, and (b)Â technology-based interventions. Two other types of intervention provided inconclusive results. No conclusions could be reached regarding curriculum interventions due to the small number of studies meeting the inclusionary criteria and the wide variety of curricular approaches included in those studies. The final results of the systematic review will be a series of research articles describing effective interventions for student populations with specific at risk factors. In addition, the results of this systematic review can be used to direct future research efforts by defining investigations into specific interventions with specific populations while informing the knowledge base.
Open Access
Life-cycle assessment and life-cycle costs: a framework with case study implementation focusing on residential heating systems
(Colorado State University. Libraries, 2007) Glick, Scott, author; Gloeckner, Gene, advisor; Guggemos, Angela A., advisor
In 2004 the U.S. residential housing industry accounted for an estimated 21% of total carbon dioxide emissions for an average of 11.3 metric tons of carbon dioxide per single family home. One of the main contributors to these emissions is the residential heating system. Traditionally heating systems are chosen by owners and designers based on first costs. This does not provide a complete picture of total costs. To better understand the total costs of owning and using a building, life-cycle cost methodology can be used to identify, monitor, and decrease energy cost over a buildings' life-cycle. However this methodology does not consider the environmental consequences of system choice. Life-cycle assessment can increase the understanding of the environmental consequences attributable to a specific product, process, or system choice. This research uses both methodologies in the decision making process relating to heating system choice and design. This research created frameworks for performing life-cycle environmental and economic assessment using existing free online tools. Both frameworks were used in a comparative case study of two residential heating systems, gas forced air and radiant solar, for inclusion in a home in Fort Collins, Colorado, U.S.A. The proposed home consists of 3000 square feet, has excellent solar access, has 2x6 walls with superior insulation, is located at an elevation of 5000-6000 feet, and is in a four season climate. The results of an analysis of the life-cycle cost and life-cycle assessment data initially indicated the gas forced air system was the better choice both environmentally and economically. The data were then used to pinpoint solar radiant system components for replacement trying to reduce both costs and environmental impacts. This analysis indicated the replacement of the solar collectors with a gas fired boiler in the solar radiant system improved both system costs and environmental impacts. The new system had similar environmental impacts to the gas forced air system, and fewer environmental impacts than the solar radiant system. This substitution had less impact on the life-cycle cost making the modified system still cost-prohibitive when compared to the gas forced air system.
Open Access
A narrative inquiry of four female first-year, first-generation student perspectives of the university experience
(Colorado State University. Libraries, 2007) Gengler-Dunn, Deborah, author; Banning, James, advisor; Griffin, Cindy, advisor
This narrative qualitative study explored the experiences of four first-generation female college students during their first year at Colorado State University. Guiding research questions addressed various influences impacting on this first year as a first-generation student, including social, familial, campus environmental issues, and perceptions of self and expectations. While the characteristic of being a first-generation student female overlapped with other characteristics such as race or socio-economics, the essence of this gender specific study sought to give voice to first-generation, first-year, female-dedicated accounts of the college experience. While shared themes were explored and while these proved useful in displaying index streams of some frequent female experiences, the academically mandated process of reducing individual participant experience into generalized themes appeared antithetical to the researcher's felt sense of directing a study toward the individual and the distinct voice and experience of each woman participant. Using a feminist theoretical lens to secure the ecology of the female experience, the researcher interpreted the experiences of these women and shared recommendations toward female leadership strategies. Although evocative insight emerged due to this marginalized group (females) striking out into unfamiliar academic territory for both themselves and their families, a telling wisdom came from what these women expected. While themes of Self-Expectation/Agency, The Familiar, Involvement, Challenges, and Other-Expectation surfaced, the dual expectations of Self and Other provoked a curious antagonistic binary wherein the first courted dynamic self-agency and the latter bred an acquired avoidance/acquiescence. As a result, the researcher questioned an existing perception of responsive gender equality in the college environment and challenged educators toward vital conversations regarding how equal-in-premise and equal-in-lived-reality present themselves for women on a college campus. The researcher also advanced the Fens Behavior Model, an oppositional resistance/avoidance of perceived negative female imaging utilized to defend and/or preserve a positive personal declaration of the female self. It is the researcher's belief that while the instinctive story these women tell themselves is one of personal strength and leadership, the grand narrative they seemingly, sensibly must acknowledge as regards gender may demonstrate a counter-productive adulteration.
Open Access
African American students' experiences at "Urban Community College"
(Colorado State University. Libraries, 2007) Dastmozd, Rassoul, author; Harbour, Clifford P., advisor
This qualitative study investigated the holistic experiences of nine African American students at a predominately White two year comprehensive community college in the Midwest region of the U.S., "Urban Community College (UCC)." Each participant was interviewed twice; a 90-minute semi-structured face-to-face interview followed by a 45-minute follow up interview. The researcher used a phenomenological research method similar to but not the same as Moustakas's (1994) data reduction procedures to analyze the data (Willig, 2001). The analytical process for this study followed the traditional steps of doing a participant within case analysis followed by cross case analysis. The key findings of this study were presented using four salient domains from an inductive data analysis. The expectations and motivations domain described reason(s) that participants identified for attending UCC. The attributes domain explained talents/skills (assets) or enabling qualities or positive influencers and deficits or negative influencers that participants identified as they interfaced with the UCC college community. The interactions and rapport domains described participants' interactions and transactions with the academic and non-academic conditions at UCC. The term rapport defined participants' relationship(s) with the academic and non-academic conditions at UCC. The transformation and self-discovery domain explained how attending UCC or participating in this study changed the participants' lives and the new perspective(s) that they may have gained. The dynamic interplay among four salient domains revealed the essence of participants' shared experiences. The essence of participants' shared experience(s) is their desire for becoming contributing and functioning members of their communities and achieving social stability. The findings were analyzed, interpreted, and presented in relationship to the literature. The participants' experiences and their stories will serve as a beacon for the future African American students enrolling in a two year comprehensive PWI community college. The participants' experiences will not only add to research literature, but their experiences can also provide a two year comprehensive PWI community college learning opportunities about cultural competence and to devise policies, programs, and initiatives that can promote positive experiences for other African American students as well as other minority students as these students pursue their educational journey at these institutions.
Open Access
Measuring early literacy behaviors: preschool-age children and first-generation Mexican immigrant parents
(Colorado State University. Libraries, 2007) DeLay, Jan Marie, author; Makela, Carole, advisor
The purpose of this dissertation was to contribute a theoretically and empirically sound quantitative measurement of parent early literacy behaviors, designed for Spanish speaking families. This study describes the need for and the development of a questionnaire completed by parents. A pilot test of the Emergent Literacy Behavior Questionnaire (ELBQ) provided preliminary exploration of an instrument designed specifically for first generation Mexican immigrants in Colorado. The long-term objectives included establishing reliability and validity of the ELBQ for informing parent education program practices. Suggestions for further research include field tests with the ELBQ in programs providing services to families including early childhood, family literacy and adult education. Testing and outcome accountability measures often tied to funding for parent education with early intervention programs rely primarily on measures of early childhood development. These assessments often miss the purpose of family literacy and adult education programs to break the cycle of low literacy, not to raise test scores of very young children. Capturing valid data on parent strengths could assist in comparing information from child development measures for deeper diagnostic and program improvement purposes. Parent behaviors influence children's later school success. Often the home literacy behaviors of parents studied in the context of cultural factors overlook strengths as a point of reference for constructing knowledge. The myth that Latino and other parents of diverse backgrounds do not value education is one of the primary reasons cited in this dissertation as a need to develop an instrument designed to measure diverse cultural values and behaviors related to early literacy parent behaviors with young children. Immigrant parents from Mexico assisted with the design and creation of the ELBQ to include respect of family cultures that better examines changes that may lead to increased understanding of the importance of cultural variances. The pilot test analyses were limited to exploratory factor analysis and preliminary reliability and validity assessment. Results offer possibilities for refining the questionnaire and suggest a field test design. Recommendations conclude by proposing uses of the questionnaire as a supportive addition to the strengths-based framework of research in school improvement and parent involvement.
Open Access
The impact of diversity training in organizations: a systematic review using a meta-analysis methodology from 1991-2006
(Colorado State University. Libraries, 2007) Douglas, Bruce B., author; Gilley, Jerry, advisor
The work environment in the United States (U.S.) has witnessed a dramatic change in the past decade. Because of this dramatic demographic shift, diversity initiatives have become necessary in organizations, mainly diversity training. While diversity training has become very popular in business and industry, its impact on employees has not kept pace. Therefore, the purpose of this research synthesis is to gather, summarize, and integrate past research since 1991 examining to effectiveness of diversity training in organizations. This review will be conducted with the intention of providing a clear and accessible synthesis of existing research to inform decisions makers of the effectiveness of diversity training in organizations. Articles were identified through computer database searching and hand searching of selected journals, from 1991 through 2006. Of the 166 studies reviewed at the second-level screening, only eight studies met the criteria for inclusion. Seven studies provided analyses on multiple outcomes. Six studies provided correlations, one study provided odds ratios, and one study provided Cohen's d effect sizes. Effect size estimates, tests for homogeneity of variance, and tests for publication bias were calculated using the Comprehensive Meta-Analysis, Version 2.0. The results of this meta-analysis indicate that diversity training has an effect on changing attitudes and behaviors in organizations. However, attitude and behavioral changes produced by diversity training are susceptible to impermanence if the environment and culture of the organization do not endorse and facilitate its longevity.
Open Access
Social norms theory and exercise, nutrition, and sexual behaviors and their relationship to perception of health in female and male college students
(Colorado State University. Libraries, 2008) Buchanan, Christina, author; Davies, Timothy G., advisor
The purpose of this study was to examine Colorado State University students' exercise, nutrition, weight management, and sexual behaviors that may enhance disease prevention and those behaviors' relationship to students' perceived health. A secondary purpose of this research was to examine how students' perceptions of their peers' sexual behaviors influenced their own sexual behaviors based on social norms theory (SN). The instrument used was the American College Health Association-National College Health Assessment (ACHA-NCHA). The subjects were female and male college students 18-25 years old, N = 2890. Data analysis: descriptive statistics, Pearson's r, Spearman rho, ANOVA, and Mann Whitney U tests were used. Results: 42.4% did not meet current exercise recommendations, 94.3% did not eat 5 fruits and vegetables (FV) per day, 61.4% of females and 23.1% of males were trying to lose weight, 77.1% of females and 65.1 of males were at the desired weight (BMI), 25.9% never used condoms, 35.0% always used condoms, 27.1% had 0 sexual partners (SP) in the past year, 1.3% thought the typical student had 0 SP, 10.7% had vaginal intercourse (VI) 1-2 times in the past month versus 27.6% that thought the typical student had VI 1-2 times. Correlations and ANOVAS: perceived health (PH); and exercise, FV, and BMI were significantly correlated (p < 0.01). Exercise, FV, weight management (WM), and BMI were significantly different between females and males. There were no significant correlations between PH and sexual behaviors (condom use (C), SP, VI). Typical student condom use (TC), typical student SP (TSP), VI, and typical student VI (TVI) were significantly different between females and males. SN and sexual behavior: SP and TSP; and VI and TVI were significantly correlated (p < 0.01), C and typical student condom use were not significant. Conclusions: this sample of students took exercise, nutrition, WM, and BMI into account when self-assessing their health (PH). Students did not take sexual behaviors into account when self-assessing their health. Students seemed to be influenced by their perception of their peers' behavior with regard to sexual behaviors, according to social norms theory. Females and males differ in health practices and perceptions.
Open Access
One intergenerational African American family's participation in K-12 school choice options
(Colorado State University. Libraries, 2008) Beauman, Wanda, author; Cooner, Donna, advisor
The goal of this narrative study was to hear the experiences of one intergenerational African American family's experiences with school choice options. The narrative stories were collected through face-to-face interviews with each participant, and all of the interviews took place in the participants' homes.