A Mixed-Methods Exploration of Stereotype Threat in Middle Childhood

The three studies presented in this dissertation were designed to develop a mixed-methods foundation for the extension of stereotype threat research to a middle childhood (ages 6-11; Centers for Disease Control and Prevention, 2012) population. The first paper systematically reviews existing research on stereotype threat among children to evaluate evidence that stereotype threat affects the learning and performance of children in middle childhood and to compare and contrast features of stereotype threat in children with features of the phenomenon identified in research involving older populations. The second paper focuses on two constructs identified in the systematic review as potential buffers of stereotype threat in middle childhood: social support and school belonging. Because the study of stereotype threat inherently involves comparison of students belonging to different social groups, measures of constructs related to stereotype threat must support accurate cross-group comparisons. The purpose of the second paper is to determine whether an existing measurement tool assessing school belonging and social support (the Elementary School Success Profile for Children) performs equally for both Black/African American and White children, and can be used to make valid cross-group comparisons on levels of these constructs. Although Paper 2 contributes to solving some of the measurement issues related to stereotype threat in middle childhood by validating a measure of constructs believed to buffer stereotype threat, no direct measure of stereotype threat currently exists. Development of such a measure would require exploratory qualitative work to learn more about the nature of stereotype threat in middle childhood. The third paper of this dissertation uses vignette methodology to explore how children in the target age group perceive and experience stereotype threat. Children responded to six vignettes modeling Shapiro and Neuberg's Multithreat Framework (2007), discussing their thoughts on the ostensibly stereotype threatening situations as well as their perceptions of conditions contributing to threats and the consequences associated with threat experiences. Paper 3 presents children's perspectives on stereotype threat in their own words, while framing the responses in the contexts of existing stereotype threat research and knowledge of child development.Doctor of Philosoph

Remotely sensed spatial heterogeneity as an exploratory tool for taxonomic and functional diversity study

Assessing biodiversity from field-based data is difficult for a number of practical reasons: (i) establishing the total number of sampling units to be investigated and the sampling design (e.g. systematic, random, stratified) can be difficult; (ii) the choice of the sampling design can affect the results; and (iii) defining the focal population of interest can be challenging. Satellite remote sensing is one of the most cost-effective and comprehensive approaches to identify biodiversity hotspots and predict changes in species composition. This is because, in contrast to field-based methods, it allows for complete spatial coverages of the Earth's surface under study over a short period of time. Furthermore, satellite remote sensing provides repeated measures, thus making it possible to study temporal changes in biodiversity. While taxonomic diversity measures have long been established, problems arising from abundance related measures have not been yet disentangled. Moreover, little has been done to account for functional diversity besides taxonomic diversity measures. The aim of this manuscript is to propose robust measures of remotely sensed heterogeneity to perform exploratory analysis for the detection of hotspots of taxonomic and functional diversity of plant species

Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Family perspectives facilitate participation and positive outcomes in child mental health treatment. In schools, families and teachers must cooperate to best meet children’s mental health needs, also making teacher perspectives important. In this study, caregivers and teachers participated in focus groups following the pilot year of a school-based mental health (SBMH) project. Participants noted successes and challenges of the project and suggested improvements. Although this study focuses on the SBMH project, many of the study implications are applicable to other school mental health programs and may be of value to school and community practitioners

Key Elements of a Successful Multi-System Collaboration for School-Based Mental Health: In-Depth Interviews with District and Agency Administrators

The alarming number of youth with unmet mental health needs in the US is a significant social problem. The pilot school-based mental health project described here established an innovative multi-system partnership between an urban school district, a public mental health agency, and a local university to better meet the mental health needs of youth in one community. This qualitative study employed in depth interviews with six key administrators who were instrumental in developing and executing the project to explore the most important factors that promoted the successful collaboration. Results of the interviews identified five major themes: (a) perceptions of the project, (b) barriers to collaboration, (c) motivating factors, (d) sustainability, and (e) lessons learned. Findings may be especially helpful to other communities interested in establishing a multi-system intervention to support at risk youth. Implications for practice and research are discusse

Closing the Gap: Principal Perspectives on an Innovative School-Based Mental Health Intervention

Mental health needs among children in the United States have significant consequences for children and their families, as well as the schools that serve them. This qualitative study evaluated the second year of an innovative school-based mental health project that created a multi-system partnership between an urban school district, a public mental health agency, and a local university to better meet the mental health needs of youth. Through in-depth interviews with seven principals and assistant principals at the project schools, four major themes were identified: (1) connecting the dots, (2) strengths and successes, (3) project significance to school and community, and (4) challenges and future directions. Findings from this study may be useful to other schools and communities who are considering school-based interventions to support at-risk youth

Supporting Academic Achievement Through School-Based Mental Health Services: A Multisite Evaluation of Reading Outcomes Across One Academic Year

Untreated mental health needs can have serious negative consequences for the life outcomes of children, including greater difficulty in performing well academically. Elementary schools have a unique opportunity to meet the mental health needs of students through early intervention. One model for the implementation of mental health services in the school setting is the School-Based Support (SBS) Program. The primary purpose of this study was to evaluate the effects of the SBS Program on the academic performance (specifically the reading scores) of students across six elementary schools. Hierarchical linear modeling was used for analysis, and results showed that participants demonstrated statistically significant increases in report card grades for general literacy, reading skills, writing skills, and kindergarten through second grade (K-2) reading level. These results contribute to the growing body of evidence supporting the efficacy of comprehensive school-based mental health services, both for enhancing student well-being and for improving academic achievement

Supporting Prosocial Development Through School-Based Mental Health Services: A Multisite Evaluation of Social and Behavioral Outcomes Across One Academic Year

Unaddressed behavioral and socioemotional difficulties impact the mental health, educational attainment, and future outcomes of children to such an extent that it is imperative to identify effective strategies for early intervention and treatment. School-based mental health services address students’ socialemotional concerns by removing barriers to accessing appropriate services, improving coordination of services, and implementing prevention and intervention strategies for students. This study evaluates the effects of one such program on the socioemotional well-being of students served across six elementary school sites. Study findings support the critical need for school-based mental health for the promotion of prosocial behavior and socioemotional wellness