Browsing by Author "Stanley Baker, Committee Member"

Filter results by typing the first few letters
Now showing 1 - 4 of 4
  • No Thumbnail Available
    The Effectiveness of Media Literacy and Eating Disorder Prevention in Schools: A Controlled Evaluation with 9th Grade Girls
    (2008-05-22) Dysart, Millie Maxwell; Rhonda Sutton, Committee Member; Stanley Baker, Committee Member; Sylvia Nassar-McMillan, Committee Member; Edwin Gerler, Committee Chair
  • No Thumbnail Available
    The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development
    (2007-11-09) Uzzell, Kamala Latori; Siu-Man Raymond Ting, Committee Chair; Marc Grimmett, Committee Co-Chair; Stanley Baker, Committee Member; Sylvia Nassar-McMillan, Committee Member
    The life experiences of Black males are accompanied by a host of social, psychological, economic, and political pressures that affect his wellness and racial identity development, which in turn affects his healthy psychosocial development. The purpose of the study was to research the levels of wellness and racial identity development of Black males to determine if there is a relationship between the two. Two instruments were used to assess the levels of wellness and racial identity development. The instruments were the Black Male Wellness Measure and the Black Racial Identity Attitude Scale. Preliminary analyses were conducted to highlight background characteristics of the sample specific to wellness and to address the research aims of the study. A scree plot test was conducted to assess the actual number of components fro the Black Male Wellness Measure and it was confirmed that six or seven components could be extracted. Internal validity was assessed via exploratory principals components analysis. The study found that the majority (96.6%) of the participants in the study were at medium levels of wellness and 94.5% of the participants were at medium levels of racial identity development. Also, the study found that there is a relationship between wellness and racial identity development at all levels.
  • No Thumbnail Available
    The Impact of Social Cognitive Theory and Rational Emotive Behavior Therapy Interventions on Beliefs, Emotions, and Performance of Teachers.
    (2010-09-22) Warren, Jeffrey; Edwin Gerler, Committee Chair; Sylvia Nassar-McMillan, Committee Member; Stanley Baker, Committee Member; Pamela Martin, Committee Member
  • No Thumbnail Available
    Supporting First-Year College Women in Math, Science, and Related Majors: A Career Development Intervention
    (2004-07-15) Cannon, Sharon McMillen; Siu-Man Raymond Ting, Committee Chair; Edwin Gerler, Committee Member; Lynne Baker-Ward, Committee Member; Stanley Baker, Committee Member
    Nationally, college women in the early 1990s were dropping out of science, math and engineering majors at a rate of 70% compared to a male dropout rate of 61%. At elite schools, 54% of women left those majors compared to 39% of the men (Seymour & Hewitt, 1997.) The current study explored whether women students with interests in majoring in math and science who were enrolled in a first-year intervention course with a career development emphasis would score higher on post-test measures of career aspirations, attitudes toward multiple role planning, coping with barriers efficacy, and career self-efficacy than women with interests in majoring in math and science who were in a no-treatment control group. Also explored was whether the women would be more likely to persist in their intended major and career choices than women with similar interests who were in a no-treatment control group. Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994, 1996) provided a theoretical framework for the intervention. The participants in the treatment group (n = 11) did not exhibit significantly different changes from pretest to posttest than the control group (n = 11). Participants completed the Career Decision Self-Efficacy Scale-Short Form (Betz, Klein, & Taylor, 1996), the Career Aspiration Scale (O'Brien, 1992), the Coping with Barriers Scale (Luzzo & McWhirter, 2001), and the Attitudes Toward Multiple Role Planning Scales (Weitzman & Fitzgerald, 1996). Course evaluation feedback indicated satisfaction with the course. Limitations to the study, recommendations for further study, and implications for counselors are described. Researchers are encouraged to continue to explore possible moderating and mediating variables in order to investigate the complexities of retaining college women in math and science-related majors.