Media Representations of Latina/os and Latino Students' Stereotype Threat Behavior

This study explores how media representations of Latina/os and the level of ethnic identification of Latino (male) students influence how Latino college students at a predominantly White university interpret these media representations and the role they play when interacting with non-Latina/o students. Findings from in-depth interviews with Latino students reveal that Latinos who strongly identify with their Latina/o heritage (high-identifying) are likely to believe that non-Latina/o students view them through the lens of stereotypical media representations of Latina/os, and to consciously change their behavior in the presence of non-Latina/o students in an attempt to counter these stereotypes. On the other hand, Latinos who do not strongly identify with their Latina/o heritage (low-identifying) do not believe that other students associate them with media stereotypes and do not feel the need to change their behavior when interacting with non-Latina/o students. Findings suggest that media images of Latina/os influence the college experiences of high-identifying Latino students, while the same images do not influence the experiences of low-identifying Latino students. It discusses the relationships between media images and stereotype threat behavior and proposes recommendations universities can implement to enhance the experiences of these students

The Role of Civility and Anonymity of Perceptions of Online Comments

An experiment was conducted (N = 170) to determine the role of civility and anonymity in online comments received for a news story. Dependent variables were (a) interest in the discussion, (b) favorability toward the comments, (c) favorability toward the commenter, and (d) trust in the information. Participants exposed to uncivil comments viewed the commenter less favorably and reported less trust in the information in the comment. Anonymity had no effect on the dependent variables, in contrast to expectations derived from social presence theory. Findings revealed that politeness of comments affected participants’ overall perceptions of the content of the online discussion

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

As universities create service-learning programs, educators are experimenting with pedagogical approaches that enhance learning outcomes while benefiting communities. We present a qualitative case study of a radio-based, service-learning program, grounded in a Freirean foundation and aimed at developing the cultural competence and sense of citizenship of undergraduate students while empowering working-class high school Latino/a students. Undergraduate students benefited the most from the program; they enhanced their cultural competence skills, awareness of social issues, and sense of civic responsibility. Latino/a high school students who stayed in the program for at least a year developed self-confidence, self-esteem, and a sense of self-efficacy

That's what they see on TV, that's how they view our culture." Exploring the relationship between cultural identification and media representations of Latina/os, and Latino students' experiences, identity development and relationship with the university they attend

This dissertation connects media's racialization of Latinos and the educational challenges of Latino students in the U.S. by focusing on how undergraduate Latino students perceive the role media play in shaping their college experiences. It uses a symbolic interactionism framework to explore the influence that Latino students with different levels of cultural identification ascribe to media representations of their racial/ethnic group. The dissertation also addresses Latino students' identity development and the relationship they develop with the university they attend. Twelve Latino students (6 high-identifiers and 6 low-identifiers) attending a predominantly white public university took part in a series of in-depth interviews. High-identifying Latino students perceived media to negatively affect their experiences and interactions with other students, especially white students, while low-identifying Latino students were not as sensitive to Latina/o media representations. Similarly, most high-identifying Latino students developed coping mechanisms to protect their self-esteem from media's dominant representations of Latina/os as criminals and uneducated immigrants. All Latino students reported having developed a positive relationship with the university, although high-identifying students were more critical of certain university initiatives geared toward Latina/os. Theoretical implications and recommendations for improving Latino students' college experience are discussed.Doctor of Philosoph

Using Media Literacy to Counter Stereotypical Images of Blacks and Latinos at a Predominantly White University

Media literacy, the critical analysis and deconstruction of media messages, has the potential to promote favorable attitudes toward members of racial minority groups. This study reports on the development and implementation of two types of media literacy interventions (i.e., critical and stereotype) aimed at enhancing college students' attitudes toward Blacks and Latinos. Students from 5 sections of the same course took part in a quasi-experiment and were randomly assigned to 1 of the 2 interventions or to a control group. Students' attitudes were measured at 3 different times during the study: 6 weeks before the intervention, immediately following the intervention, and 6 weeks after the intervention. Both interventions enhanced students' attitudes toward Blacks and Latinos but the stereotype intervention was more effective than the critical one, both for short- and long-term effects, as the latter disappeared in the critical condition. Attitudes of students in the control group remained the same throughout the study. Implications address how to use media literacy to enhance conversation about race relations

Evidence-based Digital Literacy Class for Low-income African-American Older Adults

Based on our community engagement project involving 47 low-income African-American older adults from a senior community center, this study analyzes how an underserved population acquires knowledge and skills related to digital technologies. We discuss the conceptualization, implementation and evaluation of a weekly, four-month long computer class for members of the senior community center. Our mixed-method research shows the importance of taking into account both the multidimensional nature of adult learning and the social and cultural contexts in which learning occurs when working with underserved adult populations. Findings from our formative and evaluative research offer insight into changes in the computer class participants’ attitudes toward and perspectives on key digital literacy issues including security and privacy online and online information verification. Scholarly and policy implications are discussed in the context of digital competency and adult learning for marginalized populations

"You're doing great. Keep doing what you're doing": socially supportive communication during first-generation college students' socialization

The experiences of first-generation college students (FGCS) are marked by high levels of stress and uncertainty as they navigate the transition to college. This study uses the organizational assimilation model to explore FGCS’ transition to college by temporally analyzing multiple sources and types of socially supportive communication found in interviews with 28 FGCS in their first semester at a four-year university. Findings suggest that during anticipatory socialization, FGCS primarily engaged in informational and instrumental social support interactions; in the encounter phase of socialization, FGCS (while still engaging in informational and instrumental support interactions) also engaged in appraisal and emotional support interactions. Findings also illuminate the ways in which FGCS embodied the role of pioneers, even early in the socialization process, suggesting important implications for their role not only as receivers of social support, but as agents of social support

Myanmar’s Cultural Dimensions: Exploring The Relationship Among The Social Identity, Attitudes Towards Globalisation And Preferences Of Myanmar Consumers In Yangon

Myanmar is transitioning to an open market economy, but very little is known about Myanmar consumers and their attitudes towards globalisation. Using Hofstede’s cultural dimensions and social identity theory, this study sheds light on the role Myanmar consumers’ cultural values and social identity play in consumer preferences. This study also explores the relationship between Myanmar identity and consumers’ perceptions of products based on country of origin and attitudes towards globalisation. Results from a cross-sectional survey of Myanmar consumers in Yangon (N = 268) reveal that consumers displayed cultural traits similar to the ones from their neighbouring Southeast Asian countries. In addition, Myanmar consumers in Yangon do not express any particular consumer animosity towards products from other countries and seem open to globalisation

Calling Doctor Google? Technology Adoption and Health Information Seeking among Low-income African American Older Adults

We conducted focus groups with low-income African American older adults in Kansas City, MO, to examine how this underserved group adopts and uses technology and how technology adoption/use is associated with health information seeking behavior. Low-income African American older adults have been shown to lag behind in terms of their technology access and use. Our findings show that although low-income African American older adults perceive technology to be highly useful, they do not view it as easy to use, thus preventing them from further adopting or using relevant technologies. Consequently, there is skepticism with respect to using technology to search for health information. Our study advances research on underserved groups’ technology use and health information seeking by looking at the intersectionality of race/ethnicity, age, and income

Sampling Methods and Sample Populations in Quantitative Mass Communication Research Studies: A 15-Year Census of Six Journals

This study evaluated the sampling methods and sample populations used in all U.S.-based survey and experimental mass communication studies published between 2000 and 2014 in six major journals (N = 1,173). Most studies used nonprobability samples, and more than half used student samples. Experiments used more nonprobability and student samples than surveys. Funded studies used more probability and nonstudent samples than nonfunded studies. Implications of results pertaining to population validity and interpretations of findings for mass communication research are discussed