Belief Perseverance : Florida International University And Miami Dade County Residences

Methodology: In this correlation study the participants were Black males and females residing in Menlo Park, CA and ranged in age from18-27. Participants were chosen by random-digit-dialing telephone selection methods and one hundred fifty-four Black young adults participated. Seventy-three percent of participants were female and 53% reported to have completed some college.

A researcher has designed a study to test the effects of different types of individual psycho-therapy on people's levels of anxiety. She has randomly placed people into one of three groups: a behavioral treatment group, a psycho-dynamic treatment group, or a no-treatment control group. She then measures people's level of anxiety after the treatment.

Boyer and Tracz (2014) specifically target Hmong students who attend the After-School Safety and Enrichment for Teens (ASSETs) program from two California high schools. The average population from each school was about 2,600 students and both schools have a high concentration of Hmong students. The ASSETs program often recruits struggling students, as they are referred by teachers and administrators. The population sample included 77 Hmong students who participated in the ASSETs program and 149 who did not, for a total of 226 students (Boyer & Tracz, 2014, p. 47). The study was approved by the institutional review board of California State University, Fresno. Students and parents were informed of the study’s purpose and consent forms were signed. Participating students had the opportunity to win an iPad at the end of the study. To quantify results, Boyer and Tracz (2014), were looking at five different data sources: California High School Exit Exam scores for ELA and mathematics, grade point average, school attendance rate, and a self-esteem score from the Rosenberg Self-Esteem Scale (Rosenberg, 1989). The year-long research was conducted over the 2008-2009 school year. (Boyer & Tracz, 2014, p. 47).

Participants were recruited using an availability sample. Each of the researchers collected four acquaintances and collected data, then submitted each response to build a conjoined data set. The group consisted of 106 females and 120 males, for a total of 226 participants between the ages of 11 and 57 years of age (M = 23.99, SD = 8.46). Our sample was made up of individuals indicating their ethnicity as 54.9% as White/Caucasian (N = 124), with 28.8% identifying themselves as Hispanic/Latino/a (N = 65), with 8% identifying themselves as Black/African-American (N = 18), with 3.5% identifying themselves as more than one ethnicity/race (N = 8), with 2.7% identifying themselves as Asian/Pacific Islander (N = 6), with 1.8%

159 students were chose to be participants in this study. Participants in the study were all undergraduates recruited from the same private university. Out of the 159 participants, 85 of the people that were tested were males and the other 74 participants were females. The participants came from many different races, but many consisted of Caucasian students (103). Other races were made up of Asian American (24), African American (10), Latino/ Hispanic American (9), Pacific Islander (1), and Biracial or multiracial students (12). Participants age ranged from 17 to 24, averaging at 19.1 in age. In order to take place in this study, students were required to hand in written informed consent, and completing a questionnaire. The study was approved by the university’s institutional review board. The participants were to complete the self- report measures assessing the

The first part of the survey asks that participants report their age, gender, race, education level, political orientation, and country/region of primary citizenship. Age will be measured in years. Gender will be encoded as Male, Female, or Other. The race will be reported as one of the following responses: American Indian/Alaska Native, East Asian, South Asian, Native Hawaiian or other Pacific Islander, Black or African American, White, More than one race, Other, and Unknown. Political

to the Model of Risk Perception – Risk Reduction Behavior process as postulated by Bennett and Murphy (1997), efficient and effective disaster preparedness is dependent on risk perception, self – efficacy and the social environment (attitudes and subjective norms). Most often people are of the opinion that they are not at risk for disasters placing themselves and their families in imminent danger.

Charmaraman, L., & Grossman, J. M. (2010, April). Importance of race-ethnicity: An exploration of Asian, Black, Latino, and Multiracial adolescent identity. Cultural Diversity and Ethnic Minority Psychology, 16(2), 144-151. doi: 10.1037/a0018668

This study was done by asking children for their preferences in people by giving them a scenario suggesting the made up person is involved in a positive or negative uncontrollable or intended event. It can be concluded that children will most likely chose the person in the positive event no matter uncontrolled or intended. Most anyone would choose positive outcome over negative one. This is a natural human instinct. I feel as though the initial question should be more

Demographics. Participants were asked to indicate their (a) age, (b) current state of residence according to the four Census Bureau-designated areas (i.e., Midwest, Northeast, South, West), (c) education level, (d) health insurance, (e) household income per year, (f) marital status, (g) religiosity, (h) sexual orientation, and (i) work status, among others described elsewhere (Rogers & Goodson, 2014).

How you do in school, your social ability, and your awareness of others are all guided by how you identify. Identification in one’s gender, race, religion, social class, and ethnicity are all driving forces behind your future self. Identity is a crucial part of who you are, and in recent studies and experimentation researchers have been trying to identify new, untested factors that influence behavior in people. Although, in the past there hasn’t been a strong focus on the positive and negative effects of race and ethnicity, the conversation is now shifting to align itself with the current times. With America becoming increasingly more ethnically and racially diverse, we must take the time to see how certain factors, specifically race and ethnicity, impact a person’s development and behavior.

Racial/ethnic variable was recoded into four broad categories (white, Black, Hispanic, and other); education into three categories (no high school, high school, some college or higer education); military rank status into three categories (officers, senior enlisted [E5-E9], and junior enlisted [E1-E4]); and years of service into three categories (< 1year, 2-3 years, and > 4 years). Based on US Census Bureau guidelines (Lavin, 1996), geographic census home region was classified in four regions (West, Midwest, Northeast, and South). All study variables with “unknown” or missing values were treated as missing data and excluded from analysis and reporting. The variables “country of birth” and “home zip code” were not considered for data analysis because the majority of the study population was born in the US and the first three digits of the home zip code is not useful for research

The youth were 52% male, 43% were Caucasian, 41% African American, and 16% identified as Other. The original samples were recruited by media outreach, mailings, libraries and youth organizations within Washington DC, proficient in the English language, and the consent of parent/guardian. Families were asked into the laboratory of the University of Maryland Institutional Review Board for a baseline assessment after a telephone screening, for certain criteria was met. Assessment follow ups were held annually. Demographics, with each assessment parents/guardians completes a simple demographics form. Information included personal information such as gender, ethnicity/race, annual household income, and age.

Sample: 689 African Americans from 39 neighborhoods and this sample was taken from data collected by the Family and Community Health Study in Iowa and Georgia.

Albeit, in this study the onset tricked the participants about the results in order to had discover the effects of belief perseverance; receiving the participant’s thoughts on the forbidden toy study is crucial. Since, the Center for Children and Families at FIU plans to carry out the study as soon as possible. After the participants finish those instructions there are follow up questions. For instance, the following questions are: “Consider the study we plan to carry out at FIU. Compared to children in the no-threat condition, how do you think children in the threat condition will rank the forbidden toy?” (-5= less preferable, 0= no impact, 5= more preferable), “What if we did this study in Tampa, Florida? Compared to children in the no-threat condition, how do you think children in the threat condition will rank the forbidden toy?” (-5= less preferable, 0= no impact, 5= more preferable), “If the study we plan to run at FIU fails to replicate the results you originally read, to what extent would this failure to confirm the same findings impact your ratings of our real study?” (1= I’d find the new study questionable, 7= I’d find the new study trustworthy) and “In the study you originally read, what outcome did the researchers say occurred?” (1= more preferable than non-threatened children, 2= less preferable than non=threatened children, 3= neither more nor less preferable