Browsing by Subject "College students"
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Item A categorical examination of strain on college campuses(2012-05) Mason, Brandon; Smithey, Martha; Ramirez, Ignacio L.Previous research has demonstrated a link between academic strain and intimate partner violence, specifically psychological aggression (Mason & Smithey, 2011). Though this test of Merton’s Strain Theory (1938) on intimate partner violence on a college campus measured strain in several ways, including cumulative strain as the passage of time in potentially stressful situations and economic strain, the primary tool relied on for the measurement of academic strain was the College Undergraduate Stress Scale (Renner & Mackin, 1998). This item yielded an aggregated measure of general strain; however, this general strain score failed to discuss potential categorical differences in types of strain. As a part of continued research into the effect of strain upon intimate partner violence on college campuses, this thesis aims to further explore and develop a diverse, multi-dimensional model of strain, rather than presenting an inaccurate portrayal of academic strain as a single, aggregate variable. In order to analyze the degree to which strain-causing items fall into theoretically distinct categories, additional survey data were collected from 352 Texas Tech students in a mixture of upper and lower-division classes. The College Undergraduate Stress Scale (CUSS) was administered to measure academic strain, while the Conflict Tactics Scales II (Straus et al. 1996) is used to measure the perpetration of intimate partner violence. Factor analysis is performed in order to disaggregate the CUSS into a number of unique strain categories. Findings reveal three primary categories of strain: 1.) Academic Strain, or strain associated with a difficult semester, such as “Finals Week” or “Two exams in one day”, and 2.) Peer Strain, such as “Drinking or use of drugs” and “Peer pressures”, and 3.) Unanticipated Strain, or strain that was not expected, such as “Lack of Sleep” or “Getting sick” (Renner & Mackin, 1998). Cronbach’s alpha reveals a fair amount of internal consistency within these subscales, with scores at 0.75, 0.65, and 0.57, respectively. Though the Unanticipated Strain subscale shows a lower than desirable degree of internal consistency, there is a qualitative similarity between the items “Lack of sleep,” “Change in housing situation (hassles, moves),” “Difficulties with a roommate,” “Commuting to campus or work, or both,” “Getting sick,” and “Attending an athletic event (e.g., football game).” Combined with a reasonably high degree of internal consistency, this qualitative consistency justifies the inclusion of these items into a unique category of strain as measured by this scale. The unique ways in which these categories of strain correspond with an individual’s race, religion, belief in traditional gender roles, and gender are discussed. In addition, the ways in which these different categories of strain interact with the perpetration of intimate partner violence are explored. After controlling for outside influences, analysis using OLS regression reveals no relationship between strain and intimate partner violence; however, strain is positively associated with increased negotiation within the relationship. In addition, the number of years spent in the relationship are positively related to both the perpetration of psychological aggression and increased rates of negotiation. Results are discussed.Item A model of college instructors' demandingness and responsiveness and effects on students' achievements outcomes(Texas Tech University, 2003-08) Mullen, GayleThis study attempted to answer the question, "How do students' perceptions of the demandingness and responsiveness of instructors directly and indirectly affect students' achievement outcomes in their college classes through the psychological components of motivation and use of metacognitive strategies?" This question is based on studies conducted by Baumrind (1971, 1991) that identified correlations between the demandingness and responsiveness of parents and adolescent behavior, and Williams (2000) who examined the relationships between demandingness and responsiveness of advisors and graduate students' experiences. It is also based on research about the components of self-regulation and the roles these factors play in students' academic achievement. Using a survey instrument to measure students' perceptions of learning, satisfaction, motivation, use of metacognitive strategies, and instructors' demandingness and responsiveness, analysis of the data was then conducted using SPSS and LISREL.8. Latent variables of responsiveness, motivation, metacognitive strategy use, and students' achievement outcomes were defined by three observed variables each. The latent construct of demandingness was represented by one observed variable. Although the observed variables measuring demandingness should be expanded, the results of this study did find latent variables were well defined by the observed variables and that relationships did exist between the latent variables as predicted. Responsiveness and demandingness of college instructors also appeared to influence, directly and indirectly, the achievement outcomes of students. Areas that need further research include examining the relationship between demandingness and responsiveness as well as studies of samples in which there is a larger variability in students' grades so that problems in these areas could be investigated more thoroughly. This study is important because improvement in instructors' teaching will benefit students. If the results of the study can help identify the processes used by academically successful learners, instructors may be able to adopt methods of teaching that will assist students to succeed in this environment. Creating an environment in which instructors' set high expectations for students while nurturing and supporting students, should increase students' satisfaction and learning in the college course and add to the knowledge base about students' motivation and use of metacognitive strategies leading to positive achievement outcomes.Item A neuropsychological investigation of two subtypes of dyslexia in college students(Texas Tech University, 1984-08) Gelbort, Michael MayerNot availableItem A study of concepts and practices in student personnel services of private senior colleges in Texas(Texas Tech University, 1974-05) Hawkins, Robert ANot availableItem A survey of faculty and student perceptions of the use of electronic resources(Texas Tech University, 1997-12) Wrightson, Kimberly C.The increased popularity of on-line resources presents faculty and administrators with a dilemma that deserves considerable attention. Classroom reading material is accessible on-line and appears to be used as a replacement for, and in combination with, paper-based learning materials more often recently, especially at laptop universities. The issue of textbook versus on-line information has been examined from a variety of perspectives, however, faculty, administrators and students will determine the permanence of a shift in emphasis from paper-based material to online versions of such information. Recent articles describe that about 40% of students in accredited programs do not even purchase a textbook and use other resources as a substitute. Many teachers also avoid using textbooks, because they find the material restrictive, carelessly written or boring (Hakim, 1996). This dissertation chronicled the attitudes and opinions of a number of educators and students, who used alternative text-based material, as well as attitudes and opinions of educators and students who did not use on-line material.Item A web-based software system to support academic engineering advising(Texas Tech University, 2004-05) Neek, CyrusThe basic relationship for individual development and group experience (BRIDGE) is an advisory system designed and overseen by the Texas Tech University College of Engineering. It is intended to help incoming freshmen students learn basic engineering principles, problem solving, teamwork, and time organization. The BRIDGE software tool, which is the subject of this thesis, is a web-based software system to support this academic engineering advising function. The software is implemented to help administrators coordinate mentors and students in synchronizing events and schedules and managing resources.Item An acoustic comparison of voice use in solo and choir singing in undergraduate and graduate student singers(2007-12) Carter, Brian Barker, 1970-; Wiley, Darlene; Small, David, baritoneNumerous studies have been made looking at the differences in the resonance of choral and solo singing modes. None of these studies, however, have taken into account the particular challenges of a great majority of choral singers: undergraduate and graduate students. An experiment designed to remedy this situation was carried out in which nine baritones and bass-baritones were recording while singing in both solo and choral modes. The singers were divided in to three groups of three singers each, with each group representing a grade-achievement level: undergraduate underclassmen, undergraduate upperclassmen, and graduate students. Singers sang three examples of choral music and two examples of solo music. All the examples were sung in each of four different conditions. The recordings were analyzed in several different ways including spectrogram, formant mapping, long-term average spectrogram, and energy contour. The relative strengths of the fundamental frequency peak and the singer's formant peak were calculated. Results showed that the amount of change in the relative strength of the fundamental frequency between solo and choral modes became greater as the age and experience of the singer increased. Conversely, the amount of change in the relative strength of the singer's formant peak between the two modes dramatically decreased as the age and experience level of the singer increased. The ramifications of these findings on university choral and solo voice programs are discussed.Item Alcohol use among college students: generating behavior prediction models for social and personal motivational contexts(Texas Tech University, 1997-08) Robinette, Kerstin LeeAlcohol use and abuse are widespread and serious concerns for the college student population (Carnegie Foundation for the Advancement of Teaching, 1990). A multitude of studies have attempted to uncover the factors that influence college students' decisions about alcohol use. However, most preventive intervention programs that draw upon this research have failed to significantly influence college student drinking, suggesting that the complex network of factors involved in these decisions has not yet been uncovered(Meacci, 1990). In the present investigation, behavior prediction models for socially and personally motivated alcohol use among college students were generated through exploratory factor analysis and CALIS structural modeling procedures, instead of forcing the data to fit into a preconceived pattern. Adequate models were constructed for both the social and personal contexts across the model building sample of participants (n=167). Further, a cross-validation test (n=95) revealed that the models are likely to generalize to other populations of college students. Supplemental tests of model fit performed on men's (n=101)and women's (n=161) responses separately indicated that the social context model best predicts men's college alcohol use. However, women's responses resulted in a less effident fit to the social context model than did men's responses and a problematic fit to the personal context model. These results suggest that further investigations may be warranted in order to discover optimal models for personal context alcohol use and for women college students' alcohol use.Item Alcohol use and related problems among college students and their noncollege peers : the competing roles of personality and peer influence(2011-08) Quinn, Patrick Donovan; Fromme, Kim; Harden, Kathryn P.Although alcohol use and related problems are highly prevalent in emerging adulthood overall, college students drink somewhat more than do their peers who do not attend college. The personal or social influences underlying this difference, however, are not yet well understood. The present study examined whether personality traits (i.e., self-regulation and sensation seeking) and peer influence (i.e., descriptive drinking norms) contributed to student status differences. At approximately age 22, 4-year college students (n = 331) and noncollege emerging adults (n = 502) completed web-based surveys, including measures of alcohol use, alcohol-related problems, personality, and social norms. College students drank only slightly more heavily. This small difference, however, reflected personality suppression. College students were lower in trait-based risk for drinking, and accounting for traits revealed a stronger positive association between attending college and drinking more heavily. Although noncollege emerging adults reported greater descriptive drinking norms for social group members, norms appeared to more strongly influence alcohol use among college students. Finally, despite drinking less, noncollege individuals experienced more alcohol-related problems. The association between attending college and drinking heavily may be larger than previously estimated, and it may be masked by biased selection into college as a function of both self-regulation and sensation seeking. Differing patterns of alcohol use, its predictors, and its consequences emerged for the college and noncollege samples, suggesting that differing intervention strategies may best meet the needs of each population.Item Aspects of social competence in schizotypal college students(Texas Tech University, 1995-12) Wood, Catherine ESchizotypal college students having positive-symptom characteristics were identified using a schizotypy scale (Venables, Wilkins, Mitchell, Raine, & Bailes, 1990) deemed a purer measure than other widely-used alternatives (e.g., psychosis-prone scales) that tend to inappropriately weight depressive symptoms. Social competence in schizotypal subjects was compared to that of normal subjects using a comprehensive, social information-processing model (Dodge & Murphy, 1984). Social competence was assessed in terms of (1) generating competent responses to social situations, (2) recognizing competent responses, (3) and self-monitoring social responses. Social measures were derived from vignettes of specific social situations. Group differences were found on ail of the assessed aspects of social competence. Gender differences were found for generating and recognizing socially competent responses. Group differences were consistent with the hypotheses in that both male and female schizotypals were found to perform more poorly at all three stages of information-processing than normal control subjects. Results are interpreted in the context of the vulnerability-stress model of positive-symptom schizophrenia.Item Attention-deficit/hyperactivity disorder (ADHD) symptoms and academic performance among undergraduates : the combined influence of deficiencies in academic coping and executive functioning(2007-12) Mosko, Orion Amadeus, 1974-; Tucker, David M., 1953-; Holahan, Charles J.Current findings indicate that the symptom clusters of inattention and hyperactivity-impulsivity, the primary behavioral characteristics of AttentionDeficit/Hyperactivity Disorder (ADHD), serve as risk factors for reduced academic performance in postsecondary educational settings. The proposed investigation is designed to clarify the extent and mechanisms through which these associated symptoms clusters predict reduced academic performance in an undergraduate sample. This investigation tests four hypotheses: (a) ADHD symptoms predict inversely undergraduates' academic performance; (b) deficiencies in academic coping partially mediate the relationship between undergraduates' ADHD symptoms and academic performance; (c) deficiencies in undergraduates' executive functioning partially mediate the association between students' ADHD symptoms and their academic coping; and (d) the predictive association between students' ADHD symptoms and academic performance is more fully explained by their level of academic coping and executive functioning. To achieve these goals, 111 undergraduates from The University of Texas with variable levels of ADHD symptoms were recruited for participation in this study. Participants' academic performance (i.e., concurrent and cumulative semester grade point average, number of problem credit hours, and number of completed credit hours) will be compared to their level of self-reported ADHD symptoms (i.e., current and childhood ADHD symptoms). The hypothesized mediating effect of academic coping on this relationship was evaluated using two questionnaires of academic coping that separately assess students' general academic coping strategies and more specific academic coping behaviors. Further, the anticipated mediating effect of executive functioning on the relation between ADHD symptoms and academic coping was investigated using two neuropsychological tests of attentional control and planful problem solving. Results did not support the proposed model although several study hypotheses received partial support. A data-derived alternative explanatory model is presented and clinical implications are discussed.Item Caballeros making capital gains : the role of social capital in Latino first-year college persistence : a case study analysis of a predominantly white 4-year institution(2011-05) Arámbula-Turner, Tracy Lee; Saenz, Victor B.; Vincent, Gregory J.; Holme, Jennifer J.; Dorn, Edwin; Ponjuan, LuisThe goal of this study was to develop a nuanced understanding of the first-year experience of Latino males attending a predominantly White public flagship institution of higher education. Specifically, the study sought to examine the relationship between their ability to draw upon and use various forms of social capital, and their persistence to the second year of college. Qualitative data were collected at the conclusion of the students’ first year and at the beginning of their second year of college and the study was guided by social capital theory. Results indicate students gained access to an elite institution of higher education and persisted to the second year through application of their strong academic ganas, rich familial wealth, and through the essential support of key high-volume institutional agents. Students engaged in a strategic and deliberative transition process during the first year that was customized to fit their personal needs and life experiences. Students engaged in discerning, tactical and selective friendship creation and management during the first year, and treated this exercise as a long-term investment in their success. Finally, academic support programs facilitated transition and served as vital sources of support and resilience during the first year of college. Research findings will be of interest to researchers, policymakers, administrators and practitioners who aspire to improve the college completion rates of their Latino undergraduate populations.Item College students' perceptions of praise(2007-05) Rodgers, Heather N.; Stevens, Tara; Wang, Eugene W.Researchers have argued whether praise is beneficial to students in educational settings. Much of this research has focused on praise in younger populations rather than with college students. Furthermore, it is unknown how college students perceive praise in the classroom. The purpose of this study was to identify the perceptions of praise possessed by college students as well as the differences in perceptions between male and female college students. Two hundred fifteen undergraduate and graduate students participated in this study. Results indicated that the majority of college students are unbiased in their perceptions of praise, suggesting that college students do not prefer either written or verbal praise, person or process praise, or individual or group praise. Results also indicated that there were no significant differences between male and female college students and their perceptions of praise. Possible explanations to the results are discussed, along with suggestions for future research.Item Communication apprehension and college retention: a focus group study(Texas Tech University, 1996-08) Marshall, Rodney K.Student retention has long been of interest to college and university administrators and instructors as indicated by the number of studies given to the subject (see Pantages & Creedon, 1978; Tinto, 1975). These studies have shown that personality variables play a significant role in the decisions of students to stay in school. Anxiety is one personality variable that may be the common denominator for low self-esteem, poor communication skills, and low educationed achievement (Witherspoon, Long, & Nickel, 1991). Witherspoon et al. (1991) state that discomfort and anxiety are factors in students' inability to use or learn adequate communication skills which contribute to a lack of success in classroom situations. Communication apprehension (CA) seems to encompass the fears or anxieties exhibited by high school seniors to avoid higher education opportunities (Monroe & Borzi, 1988). Defined as "an individual's level of fear or anxiety associated with either real or anticipated communication with another person or persons" (McCroskey, 1977a, p. 78), one can understand that an individual with a high level of CA would have a difficult time with the college environment. The general impression is that students with high apprehension find the amount of interaction required in college threatening and are less likely to benefit from their experience than are students with low apprehension (Monroe & Borzi, 1988). Highly apprehensive individuals would need to learn more skills and communication techniques to help them continue and graduate from college. With this thought in mind, the aim of this project is to look at the coping skills of high CA college students. It is hoped that strategies and suggestions can be found that will help others that experience high CA to continue their plans to attend and finish college. A comparison of coping skills and personal outlooks of high CAs and low CAs will be made. All in all, it is hoped through this project to determine what can be done to not only keep high CA students in college, but to help them finish and move on to a more productive life after college.Item Computer classroom wall color preference and personality type of college students(Texas Tech University, 2003-08) Wang, HongWith the advent of the digita! era, computers are commonly used in teaching and leaming systems. The computer classroom is widely used in colleges and high schools in the United States. In order to create a more comfortable and effective teaching and studying environment, the most desirable wall colors for a computer classroom were identified in this study. Also, interior design students' classifications, and personality types were tested to determine if these factors have impact on their wall color preference. Two instmments were used: the Wall Color Preference Test, and the Myers-Briggs Type Indicator. The population for this study were 145 undergraduate students majoring in interior design at a university located in the southwestem United States. Students were asked to voluntarily participate in the Wall Color Preference Test. For this test, students ranked 15 slides displayed on a screen that depicted the same computer classroom and under the same lighting condition (8 parabolic fluorescent lighting fixtures) but with 15 different wall colors. The students also completed the Myers-Briggs Type Indicator. Personality type was examined in regards to its influence on preference for interior color applications. A pilot study using the same methodology was conducted prior to the population test in order to identify any problem with the questionnaire and with the procedure selected to coUect data. Data from the study were analyzed by using one-way repeated measure analysis of variance (ANOVA), Boferroni HSD post hoc test, and bivariate correlation analysis to detemiine overall preference and to reveal relationships between students' personality types, classifications and knowledge background have on their preference for wall colors of computer classrooms. The results determined that the interior design students do have color preference for the 15 images. The results also revealed that students' classifications, knowledge background had impact on colors used in image2, 6, and 12, but not on others. Results also found that students' personality types had no impact on their wall color preference for a computer classroom. This study suggested cool colors in the Master Palette Color System are more desirable colors for walls of a computer classroom.Item Constructing the framework for mentoring African American male student-athletes at predominately white institutions of higher education(2012-08) Kelly, Darren David; Dixon, Marlene A., 1970-; Hunt, Thomas M.; Green, B C.; Moore, Leonard N.; Harrison, LouisThe goal of this study was to develop a detailed understanding of the academic, athletic, and psychosocial needs and issues of African American male student-athletes attending a predominately White public flagship institution of higher education during their transitional first year and determine if, how, and who were meeting these needs. In addition to the well-known lower graduation rates and academic struggles of African American male football players, there are numerous psychosocial and cultural issues and barriers these young men face during their transition such as commitment, discrimination, and isolation (Hyatt, 2003). Mentoring has been used as a tool for developing organizational members in many different contexts and disciplines such as business (Kram, 1985), higher education (Johnson, 2007), and sport management (Jones, Harris, & Miles, 2009). Further, since African American male student-athletes have an array of academic and psychosocial needs, researchers need to look beyond the traditional model of having one primary mentor and explore the potential of a “critical mass” or network of mentors. Twelve first-year African American male student-athletes participated in semi-structured interviews at the conclusion of the first and second semesters of their first year of college. Additional key institutional stakeholders included four upperclassmen African American male student-athletes, three former African American male student-athletes and four faculty and staff members, also participated in interviews with the researcher to add further insights into the first-year experience. Results indicated that African American male student-athletes went through five major transitions: an academic transition, an athletic transition, an athlete status transition, a transition into a less diverse environment, and a transition away from home. Ideal mentors for these individuals were typically African American men who provided role modeling, promoted critical thinking through interactive dialogue, and gave advice on personal and academic issues. Mentoring networks for this population must at least include African American males from the faculty and staff at the university and professionals in the community along with older teammates. Research findings will be of interest to researchers, administrators (academic and athletic), and practitioners who desire to improve the academic, psychosocial, athletic, and overall college experience of African American male student-athletes.Item Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students(2011-05) Ruzicka, Smita Sundaresan; Saenz, Victor B.; Reddick, Richard J.; Sharpe, Edwin R.; Fong, Rowena; Meunier, VagdeviSouth Asian Americans are one of the fastest growing sub-groups within the Asian American population in the United States today. Between 1960 and 1990, the South Asian American population witnessed an increase of approximately 900% (Leonard, 1997). This increase in population also corresponds with the increase in South Asian American students enrolling in institutions of higher education. However, despite their physical visibility on college and university campuses across the nation, South Asian American students remain invisible in higher education research. Student affairs practitioners have a limited understanding of the unique needs and issues confronted by South Asian American college students. This qualitative study addressed the paucity of research on South Asian American college students by specifically exploring the college experiences of South Asian American women. In particular, the study examined the central intergenerational issues between first-generation South Asian mothers who immigrated to the United States as adults and second-generation South Asian American daughters who are currently enrolled at the University of Texas at Austin. Secondly, it investigated the impact of these intergenerational issues on the identity development and overall college experiences of second-generation South Asian American female college students. Using a postcolonial, critical feminist framework, this study attempted to dismantle the one-dimensional, dominant narrative of South Asian Americans as the successful, high-achieving, model minority and present instead the multi-layered and complex narratives of these participants. Key findings indicated that the intergenerational issues between mothers and daughters were complex with both negative and positive impacts on the mother-daughter relationships, identity development, and the overall college experiences of the daughters. The transmission of culture and cultural values were primary ways in which mothers affected the identity development of their daughters. South Asian American peers and social networks were another significant source of identity development for the students. Additionally, narratives of both mothers and daughters revealed that the impact of the model minority image on women was qualitatively different than men where women had to often strive to fulfill simultaneous expectations of being a successful student and professional as well as conforming to the standards of being the model traditional South Asian wife and mother.Item Developing an inter-arts course for collegiate piano majors: a professional problem(Texas Tech University, 2004-08) Zapata Lugo, EugenioThere are thousands of piano majors who are graduating every year from music schools throughout the world. What will future generations of pianists need in order to (1) survive in a highly competitive professional arena, and (2) recapture the interest of the concert going audiences of our times? Pianists immersed in artistic interdisciplinarity may discover new perspectives in pedagogy and performance not typically found in traditional approaches to education. These perspectives may develop and create new and unique areas for professional development. This dissertation designed and delivered a pilot course that explored the use of selected interdisciplinary activities from music, theatre, visual, and kinesthetic arts to enhance pianistic artistry. By exploring interrelationships among these arts, students gained new insight into structural and interpretive elements of their music. Course participants had the opportunity to experience relationships between their: (1) body movements and those involved in piano playing, (2) emotions and those present in their music, (3) imagination and its uses in making pertinent interpretive choices, and (4) ideas of sound and the actual sounds made during their performances. The course provided significant and observable changes in certain students that show evidence of the effectiveness of some of the activities in enhancing various aspects of artistry at the piano. These results may prompt further study in interdisciplinarity that can provide greater proof of its unique value in the development of artistry at the piano.Item Differences in perception of relationships as a function of degree of alcohol related dimensions(Texas Tech University, 1991-05) Wilson, Sheri E.The purpose of the present study is to examine the differences between FHP and FHN populations in terms of their beliefs regarding expectations about interpersonal relationships. To date, no studies on FHP individuals have included measures of beliefs people hold about intimate relationships. Differences in an individual's readiness to respond to interpersonal relationships are due to individual dispositions. Although the pattern for predispositions toward interpersonal relationships is presumably acquired through past experiences and environmental factors, it is possible that different sets of beliefs are associated with transgenerational drinking pattems and heritability factors such as temperament traits that are characteristic of those with FHP. Theorists emphasizing the importance of data pertaining to temperaments in providing assistance in diagnosis and treatment have not, to date, linked the effects of difficult temperaments with irrational beliefs, nor have those studying the concept of belief states linked the effects of belief states with temperamental measiu^s, even though previous reviews have yielded adequate information about the importance of both constructs in terms of social and emotional wellbeing. Yet to be investigated are the effects that difficult temperaments have on individual belief states. Additionally, there has been no systematic study linking FHP histories, perceptions of subjects' view of family support, difficult temperaments, and beliefs these persons have about intimate relationships. Furthermore, studies that have investigated temperament traits and alcoholism (Tarter et al., 1985), or temperaments and FHP individuals (Tarter, Laird, Kabane, Bukstein, & Kaminer, 1990), have several limitations such as the use of small sample sizes, restrictions in range and a general failure to analyze gender differences. In fact, there is no study that includes (or examines) FHP females and their intercorrelations with temperament In terms of alcohol dependency, considering the preponderance of evidence indicating the increasing equal ratios between gender, it seems appropriate if not essential to analyze the effects of family history, temperament dimensions and FES variables with females as well as the male offspring of alcoholics. Also important is Tarter's (in press) notion that certain temperament traits may not be specific to alcoholism but rather may predispose some type of socio-behavior problem that may carry over to other aspects of life functioning (i.e., intimate relationships).Item Effects of an instructional unit in diversity on student attitudes and intentions(Texas Tech University, 1994-08) Aguilera, RafaelProblems in communication usually lead to problems and misunderstandings between groups.and individuals. This is an even greater problem when those involved in a communicative interaction possess different values, customs and ways of communicating. The objective of this thesis is to determine whether students' perceptions and attitudes can be changed after being exposed to a unit on diversity. Following the diversity unit, it will be determined whether or not students' attitudes and perceptions were changed. This will be done by examining data collected before and after the diversity unit was delivered.