Thirty-four doctoral candidates from UC Santa Barbara’s Gevirtz Graduate School took part in graduation ceremonies in the academic year 2014-15. Listed below are the new Ph.D.s and their dissertation titles.
Department of Counseling, Clinical, and School Psychology
Jacqueline Brown, “School Psychology around the Globe: Examining Relationships with Economical, Cultural, Educational, and Professional Variables”
Ana Cabrera, “The Characteristics of Organic Youth Mentoring Relationships: A Qualitative Study”
Candice Claiborne, “The Effect of Culture-Specific Performance-Based Assessment Techniques and Ethnic Matching on African Americans' Perceptions of Therapeutic Alliance and Cultural Competence”
Alise Cogger, “Drinking Motives as Mediators between Victimization and Risk for Hazardous Alcohol Use Among Sexual Minority Women: A Path Model Investigation”
Megan Donahue, “Complex Traumatic Stress Substance Abuse Treatment”
Rafael Hernandez, “Responding to Perceived Racial Microaggressions: Impacts on the Mental Health and Academic Persistence Attitudes of Latina/o College Students”
Jennifer Hughes, “Parental Substance Abuse and Child Neglect: Experience in a Family Treatment Drug Court”
Anna Krasno, “Reducing Disruptive Behavior of Siblings of Children with Autism Spectrum Disorder During Treatment Sessions”
Jessica Larsen, “Trauma and the Justice-Involved Veteran”
Jasmin Llamas, “Resilience in the Aftermath of a Technological Disaster: A Community-based Mixed Methods Research Study”
Susana Lopez, “Assets Associated with Well-being among Mexican Immigrants: The Development and Psychometric Evaluation of the Mexican”
Kaila Norman, “Schizophrenia and Substance use Disorders: Disentangling the Neuropsychological Heterogeneity”
Matthew Ruderman, “Latent Class Typologies of Defending Behavior in Bullying”
Caryll Sprague, “An Examination of the Relationship between Perceived Disaster Related Stress, Family Protective Factors, and Children’s Positive and Negative Adjustment after Wildfire Exposure”
Department of Education
Jomeline Balatayo, “A Microethnographic Discourse Analysis of Long-Term English Language Learners (LTELLs) in a 9th Grade Specially Designed Academic Instruction in English (SDAIE) Earth Science Classroom”
Erika Baldwin, “A Monte Carlo Simulation Study Examining Statistical Power in Latent Transition Analysis”
Jane Choi, “Common Core Argument Writing Practices in an Upper Elementary Classroom”
Ryan Dippre, “Moments and Patterns that Matter: Identifying Literate Opportunities and Developmental Trajectories in a Middle School Classroom”
Tanisha DuBranksy, “Employed Graduate Student Mothers: The Benefits, Challenges, and Perspectives of Women Fulfilling Student, Family, and Worker Roles”
Hilary Dwyer, “‘You Must Be Smart:’ Intersecting Gender, Ethnicity, and Degree Type in the Lives of University Mathematics Majors”
Christine Gaul, “Reflective Practices of Secondary English Education Candidates: From Coursework to the Teacher Performance Assessment”
Ann Kim, “Ethnic Socialization and Ethnic Identity in Korean American Adolescents and Young Adults: The Relative Roles of Parents and Friends”
Anne Leak, “Improving Health with Science: Exploring Community-Driven Science Education in Kenya”
Alma Martinez, “Risk and Protective Factors Associated with Latina/o Academic Outcomes: A Latent Class Analysis”
Shalauna Miller, “Student Perceptions of Multicultural Awareness Development Through Participation in a Multicultural Living-Learning Community”
Margaret O’Malley, “‘We Are a Team, We Are a Family’: Working, Connecting, and Community-Building Through Language in a College Student Dance Organization”
Monica Pierfederici, “Italian Teachers’ Intercultural Pedagogical Strategies in Multicultural Classroom”
Stephen Rotondo, “Social Learning Theory and the Uses of Instructional Video: A Study of Three Alternative High Schools”
Kenneth Sterling, “Student Satisfaction with Online Learning”
Puttoei Talawat, “Thai Secondary School Students’ Probability Misconceptions: The Impact of Formal Instruction”
Connie Tran, “The Ethnic Identity Development of Southeast Asian American College Students: Experiences across Academic and Social Contexts”
Lisa Tremain, “‘I Feel Confident Most of the Time’: A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts”
Laura Wellington, “An Exploration of Teachers’ Views of Evaluation in a Choice-Based System”
Yi-Ju (Ariel) Wu, “Utilizing Corpus Consultation Accompanied by Other Consultation Resources to Enrich Collocation Accuracy and Collocation Richness in L2 Writing”