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2012 - ASC Annual Meeting Words: 191 words || 
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1. Clark, Catie., Burkes, Kaleena. and Bales, Bill. "The Effectiveness of Graduated Levels of Control through Graduated Community Supervision Sanctioning on Reoffending" Paper presented at the annual meeting of the ASC Annual Meeting, Palmer House Hilton, Chicago, IL, Nov 14, 2012 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p575796_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Most attention of scholarly research on the deterrent, null, or criminogenic effect of various sanctioning alternatives on reoffending is devoted to the outcomes of similarly situation offenders sentenced to prison versus a community sanction (Nagin, Cullen and Jonson, 2009). Largely ignored in the literature the effect of graduated sanctioning across different modalities of community supervision with increasing levels of offender control. This study addresses this gap in the literature by examining the reoffending outcomes of felony offenders placed on four different types of supervision; pretrial intervention (PTI), drug offender pretrial intervention (drug court), administrative probation, and traditional felony probation. A large cohort of felons sanctioned to these forms of supervision are followed for three years to determine their likelihood of reoffending. Florida Department of Corrections data is used and includes a host of covariates prior evidence has proven to influence outcomes of these populations. Traditional multivariate modeling techniques, including logistic regression and survival analysis, as well as Propensity Score Matching (PSM) and Precision Matching is used to derive equivalent offenders across the four community sanctioning alternatives to determine whether increasing levels of control results in deterrent, null or criminogenic outcomes.

2017 - UCEA Annual Convention Pages: unavailable || Words: unavailable || 
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2. JI, Melissa., min, yue., Wang, Zhuoying. and Lin, Shuqiong. "A Comprehensive Meta-Analysis: The Relationship between Graduate Record Examinations and Graduate Grade Point Average" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton Denver Downtown Hotel, Denver, Colorado, Nov 16, 2017 Online <APPLICATION/PDF>. 2019-06-20 <http://citation.allacademic.com/meta/p1289488_index.html>
Publication Type: Graduate Student Roundtable
Review Method: Peer Reviewed
Abstract: Plentiful studies of the GRE validity have been computed, with papers appearing soon after the tests were developed. Through numerous previous study using meta-analyses to test the validity, no study has done after 2008, the year GRE reformed from the old version to the new one. The author investigates characteristics of 11 effect sizes across 23 studies published between 1955 and 2015.

2010 - MWERA Annual Meeting Pages: unavailable || Words: 2728 words || 
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3. Zhou, Yuchun. "Understanding of International Graduate Students’ Academic Adaptation to a U.S. Graduate School" Paper presented at the annual meeting of the MWERA Annual Meeting, The Westin Great Southern Hotel, Columbus, Ohio, Oct 13, 2010 Online <PDF>. 2019-06-20 <http://citation.allacademic.com/meta/p435243_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: This study explored international graduate students’ academic adaptation to U.S. graduate education. Qualitative methodology was employed to investigate these students’ feelings and behavioral changes during their transition.

The findings show that these students’ behaviors and mental well-being are heavily influenced by three identified themes: academic relationships, adjustment strategies, and graduate experiences at school. These three themes represent impacts from different aspects: social interactions, individual acculturative strategies, and contextual impacts in a U.S. graduate school.

Based on the findings, practical suggestions for U.S. institutions were provided. This study not only helps U.S. institutions understand the underrepresented group of international graduate students’ academic adjustment processes, needs, and dissatisfaction, but also helps current international graduate become aware of their academic needs and expectations. Moreover, giving the increasing trend of international education in the world, this study may also contribute to the scholarly inquiry of international students’ cross-cultural acculturation in the larger society.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 747 words || 
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4. Cozart, Deanna. "The model minority goes to graduate school: Emotional adjustment of immigrant Chinese graduate students" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p634543_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to investigate the Chinese graduate student experience in the United States through the context of their emotional adjustment as a predictor of career aspirations. Emotional adjustment is a construct made up of social stress, anxiety, depression, sense of inadequacy, self-esteem, and self-reliance. Both emotional adjustment and career aspirations were compared to those of domestic, non-Chinese graduate students to gauge the extent to which the immigrant experience would differentiate Chinese from other graduate students.

Acculturation theory provides a framework for understanding the tension immigrants feel while navigating a new culture. According to Berry’s (1980) acculturation model, the friction between the culture of the country of origin and the dominant culture creates four paths for immigrants - (a) assimilate into the mainstream culture of the host country (assimilation), (b) acculturate into the lower, under class with severe economic disadvantages (marginalization), (c) acculturate into immigrant communities, allowing for preservation of home culture (encapsulation), or (d) successfully balance and maintain home culture and the new dominant culture (biculturalism). For this study, investigating the emotional adjustment and career goals of students helps us to approximate the acculturation path of Chinese graduate students.

In order to understand Chinese students’ emotional adjustment and career aspirations, a comparative correlational research design using a group-administered survey was utilized. The Emotional Systems Index of the Behavior Assessment System for Children, 2nd edition, (ESI; BASC-2; Reynolds & Kamphaus, 2004), measured emotional adjustment. Career aspirations were measured by an open-ended question included in the demographic questionnaire. Twenty-four Chinese students and 46 American students completed both surveys, for a total of 70 participants.

Descriptive statistics revealed an average emotional adjustment score of 47.5 for Chinese students and 45.9 for American students out of 100. Both of these scores were considered normal for the adult population, and an independent samples t-test did not reveal any statistically significant differences.

In terms of career aspirations, the responses were scored using prestige scores from the Socioeconomic Index (SEI; Nakao & Treas, 1992). Scores can range from 17.07 (shoe machine operator) to 97.16 (physician). Chinese students had a mean prestige score of 78.76, while American students had a mean score of 77.62. The most common response for all students was, professor, which has a score of 86.98. An independent samples t-test for these means did not reveal any statistically significant differences.

A regression analysis was also performed to determine the relationship between the ESI subscales (social stress, anxiety, depression, sense of inadequacy, self-esteem, and self-reliance) and career aspirations. Multiple regression analysis for Chinese and domestic students together and separately found a minimal relationship between emotional adjustment and career aspirations for this sample, but did show social stress as a statistically significant predictor of career aspirations for domestic students.

Statistically significant differences did not exist between these groups on either career aspirations or emotional adjustment; rather both groups displayed striking similarities given their divergent backgrounds and cultures. Further, because we know that Chinese students can face extensive academic pressure that is only compounded by the immigration experience (Alba, Rumbaut, & Martoz, 2005; Yan & Berliner, 2009), it is surprising the conclusions of this study did not demonstrate differences between them and American students. The lack of difference is also interesting given a majority of Chinese students in this study (66.7%, n = 16) had been in the United States less than one year. Acculturation studies have revealed the first year is often the most difficult for immigrants adjusting to a new country and culture (Lo, 2010; Tong, 2010). The challenges associated with the immigrant experience would subsequently lead to the conclusion that members of this group would have shown heightened emotional issues simply given the nature of their current life stage and limited time in the U.S.

Therefore, because students in this study did not demonstrate statistically significant emotional and career differences, it seems that Chinese students in this study are successfully assimilating into the graduate school community. While the sample may not be representative of all Chinese students studying in the U.S., it does seem that many outreach programs (Office of International Education, International Student Life Office, Chinese Student Union, Association of Chinese Professionals, etc.) for international students are working well at this university, providing acculturation paths into immigrant communities with other international students and dominant graduate school culture. The select groups of Chinese and American students in this study were more alike than different on the factors examined, and for graduate students, educational similarities appear to outweigh cultural differences.

2013 - Pacific Sociological Association Annual Meeting Words: 152 words || 
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5. Restad, Cristina. "Beyond the Program Year: McNair Graduates’ Understanding of How Program Participation Impacts Their Experiences in Graduate School" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Nugget Casino, Reno/Sparks, Nevada, Mar 21, 2013 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p633923_index.html>
Publication Type: Undergraduate Roundtable Presentation
Review Method: Peer Reviewed
Abstract: The Ronald E. McNair Scholars Program’s goal is to introduce first-generation, low-income, under-represented group college students to effective strategies for succeeding in graduate programs. One way to explore program effectiveness is to ask the McNair graduates themselves. This interview study will explore McNair graduates understandings of issues they face in adjusting to graduate school and how McNair participation prepared them for addressing these issues. Typically McNair program evaluations emphasize the collection and analysis of quantitative data – e.g. academic performance and degree attainment; however, little qualitative research has been conducted on graduate’s perceptions of the impact of program participation on graduate school adjustment and success. Using Bourdieu’s concept of cultural capital, along with Sociology-based ideas of role-as-resource and role mastery, this study will explore students’ perceptions of the McNair program’s effectiveness in regards to helping them understand the “graduate student” role and to use that role to succeed in graduate school.

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