Abstracts for Fall Oral Presentation Session 2

Oral Presentations will be held December 5th from 12:00 p.m. - 1:15 p.m.

Union Building, room 316
 

• 12:00 p.m. - Preston Thomas - Expert Interviews - Teaching and Learning Lab

  Additional Authors: Megan Millerberg, Jai Earheart, Aonika Russell, Joshua Milliner, and Rachel Limb
  Mentor: Xin Zhao
  College: Social & Behavioral Sciences
  Department: Psychology
  Abstract: Most introductory psychology content used today are predominately written by white men, which is not representative of common experience of the student population. To increase diversity of perspectives, this project will establish collaborations with experts (instructors and researchers) from historically underrepresented groups (e.g. gender, ethnicity, first-gen status, etc.), and record a series of 30 video interviews about their perspectives on the content taught in introductory psychology. The textbook content used in this project is the OpenStax' Psychology 2nd edition. (https://openstax.org/details/books/psychology-2e)

• 12:15 p.m. - Kathryn Hales - The role of communication in managing college student stress

  Mentor: Sarah Steimel
  College: Telitha E. Lindquist College of Arts and Humanities
  Department: Communication
  Abstract: College students are exposed to a lot of stress, and it can impact their college experience and success. This mixed-methods study helps explain how current Weber State students' communication with faculty is affected by stressors. Students responded to a survey we created by compiling questions from four existing studies. They answered questions on how they experience and respond to stress and how they communicate in the classroom. Interviews were also conducted to gain a more in-depth understanding of what instructors do, and whether it is helpful or not for relieving stress in the classroom. The results show statistical evidence of a relationship between stress and the type of communication students will engage in with their instructors. Instructors' preparedness and style of communication also influences a student's willingness to participate and communicate with their instructor.

• 12:30 p.m. - Jackson Stringham - College Students' and Professors' Perceptions of a Student with ADHD: Does the Gender Matter?

  Additional Authors: Aonika Russell, Jackson Anderson and Nathan Holland
  Mentor: Kathryn Sperry
  College: Social & Behavioral Sciences
  Department: Psychological Science
  Abstract: This study investigates the perceptions of college professors and students towards individuals with ADHD, with a specific focus on gender-related differences and the extent of associated stigma. Existing research indicates a tendency among college students to characterize their peers with ADHD in a negative light compared to those without ADHD. We surveyed one population of PSY 1010 students and one with professors in which we used gift card incentives. We provided a vignette describing a student with ADHD named "Eric" or "Erica" and then asked questions about the student. Preliminary findings suggest a marginally significant perception that ADHD in men is more pervasive and less controllable compared to women with ADHD. These perceptions have implications for helping behaviors that could lead to women with ADHD receiving less help. Additionally, a trend suggests that students may view women with ADHD more favorably in collaborative settings in comparison to men. Exploratory data also finds differences in where someone with ADHD learned the most about it, with women learning more from peers, and men learning more from their parents. Understanding the nuances of ADHD-related stigma has the potential to foster a more inclusive and supportive campus environment for neurodiverse students.

• 12:45 p.m. - Jai Earhart- Beyond Mental Health: An Intersectional Perspective on Sexual Minorities' Experiences

  Additional Author: Alexis Magnusson
  Mentor: Kathryn Sperry
  College: Social & Behavioral Sciences
  Department: Psychology
  Abstract: It has been well-documented that LGB individuals are at an increased risk for depression, anxiety, self-harm, and suicidal thoughts and behaviors. However, research on the effects of having a double marginalized status (i.e., a sexual and ethnic minority) has been less clear. The present study compared Black (n = 174), White (n = 165), and Latinx (n = 168) sexual minorities on a number of outcomes, including microaggressions, outness, acceptance, internalized homophobia, concealment, and mental health. Data were collected using a Qualtrics Panel (N = 507). Preliminary results revealed several interesting interactions. First, while controlling for participants' age, Black gay participants experienced significantly more rejection sensitivity than Black bisexual participants; conversely, Latinx bisexual participants reported greater rejection sensitivity than Latinx heterosexual participants. Results also revealed that bisexual men had higher internalized homophobia, concealment, microaggressions, and suicide ideation compared to bisexual women, whereas lesbian women fared worse than gay men on those outcomes. Bisexual men also experienced more bisexual-specific microaggressions compared to bisexual women. Additionally, Latinx sexual minorities were more likely to experience intersectional microaggressions related to denial of experiences and gendered stereotypes than Black sexual minorities. Understanding the experiences of Latinx and Black sexual minority students is an important step in alignment with the university's goals as outlined in Weber State University's strategic plan, including increasing equity, diversity, and inclusion in our community and increasing retention and completion of underserved populations.

• 1:00 p.m. - Kylah Hinton - "Why did he do it?"--A Look at Rape Myth Acceptance and Media

  Mentor: Azenett Garza
  College: Social & Behavioral Sciences
  Department: Psychology
  Abstract: There is an obvious tie between rates of rape myth acceptance and the rates of rape and sexual assault. Because of this, an importance has been placed on discovering why these rape myths exist and what can be done to combat them. The aim of this project is to evaluate the influence of media on rape myth acceptance, and whether there is a significant effect in the way women are presented and perceived on how willing people are to accept victim blame ideologies. This type of study has been done in the past, but with the ever changing political and social environment in the United States, continued research and discussion of this is crucial. This between groups experimental design aims to analyze the relationship between media exposure (music videos) and rape myth acceptance, as well as the influence of sexual conservatism and sexist beliefs on the acceptance of rape myths. Participants will be exposed to one of four music videos: two of the videos illustrate either benevolent or hostile sexist beliefs, one displays women in an empowering way, and one is a control. Data collection began on October 31, 2023 and is ongoing. Data collection will be completed and analyzed by the time of presentation.