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Family Resource Management Students' Attributions of Poverty and Attitudes toward Poverty during the Community Action Poverty Simulation: A Reflexive Thematic Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Family Resource Management Students' Attributions of Poverty and Attitudes toward Poverty during the Community Action Poverty Simulation: A Reflexive Thematic Analysis./
Author:	Parks, Jessica Macelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	246 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Poverty. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28542653
ISBN:	9798544226895

Family Resource Management Students' Attributions of Poverty and Attitudes toward Poverty during the Community Action Poverty Simulation: A Reflexive Thematic Analysis.
Parks, Jessica Macelle.

Family Resource Management Students' Attributions of Poverty and Attitudes toward Poverty during the Community Action Poverty Simulation: A Reflexive Thematic Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 246 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--University of Georgia, 2021.

This item must not be sold to any third party vendors.

The purpose of the research is to examine whether Family Resource Managment undergraduate students saw changes in their attitudes toward poverty after participating in the Community Action Poverty Simulation© (CAPS) program as part of a course requirement. In particular, this research explores the experiences of undergraduate students who simulated impoverished adults and children and the community workers charged with assisting them during the CAPS simulation. This research's methodology includes both deductive and inductive coding using Reflexive Thematic Analysis (Braun & Clarke, 2006). This research is grounded in Attribution Theory (Weiner, 1972) and the Experiential Learning Model (Kolb, 1984). The sample was drawn from 167 reflection papers authored by students who simulated either an impoverished adult (n=56), child (n=61), or a community worker (n=50) role. The students were enrolled in the same Family Resources Management course at a large public university in the Southeast across five Fall semesters: 2015 - 2019. The researcher constructed several themes to address these research questions. Themes 1.1, 1.2, and 1.3 demonstrated that students simulating the child roles. Specifically, they reflected on the effects of childhood poverty and wanting to "give back" to those who are living in poverty. Themes 2.1 and 2.2 showed that the students simulating the "community worker" role expressed a unique opportunity to observe the intricacies of poverty. Lastly, students reported empathetic changes, specific attitudes about crime, and felt that external attributions explain the existence and permeance of poverty. The findings of this research offer implications for future research. Future research should consider the use of CAPS and other poverty simulations in Family and Consumer Sciences (FACS) programs.

ISBN: 9798544226895Subjects--Topical Terms:

540228
Poverty.
Subjects--Index Terms:

Attitudes toward poverty

Family Resource Management Students' Attributions of Poverty and Attitudes toward Poverty during the Community Action Poverty Simulation: A Reflexive Thematic Analysis.
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520 $a The purpose of the research is to examine whether Family Resource Managment undergraduate students saw changes in their attitudes toward poverty after participating in the Community Action Poverty Simulation© (CAPS) program as part of a course requirement. In particular, this research explores the experiences of undergraduate students who simulated impoverished adults and children and the community workers charged with assisting them during the CAPS simulation. This research's methodology includes both deductive and inductive coding using Reflexive Thematic Analysis (Braun & Clarke, 2006). This research is grounded in Attribution Theory (Weiner, 1972) and the Experiential Learning Model (Kolb, 1984). The sample was drawn from 167 reflection papers authored by students who simulated either an impoverished adult (n=56), child (n=61), or a community worker (n=50) role. The students were enrolled in the same Family Resources Management course at a large public university in the Southeast across five Fall semesters: 2015 - 2019. The researcher constructed several themes to address these research questions. Themes 1.1, 1.2, and 1.3 demonstrated that students simulating the child roles. Specifically, they reflected on the effects of childhood poverty and wanting to "give back" to those who are living in poverty. Themes 2.1 and 2.2 showed that the students simulating the "community worker" role expressed a unique opportunity to observe the intricacies of poverty. Lastly, students reported empathetic changes, specific attitudes about crime, and felt that external attributions explain the existence and permeance of poverty. The findings of this research offer implications for future research. Future research should consider the use of CAPS and other poverty simulations in Family and Consumer Sciences (FACS) programs.
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