Theses and Dissertations - UTB/UTPA
The Relation Between Gender Role Socialization, Work-School-Family Conflict And Mexican-American College Students' Academic Performance
Date of Award
Master of Arts (MA)
Dr. Edna C. Alfaro
Dr. Gary Montgomery
Dr. Darrin L. Rogers
he present study investigated the relation between gender role socialization, work-school-family conflict and Mexican-American college students’ academic performance. Gender role socialization was measured with the gender role socialization scale (Raffaelli & Ontai, 2004). Work-Family Conflict was measured with the Work-School Family Conflict Scale (WFC) and Family-Work Conflict Scale (FWC) (Netemeyer, Boles, & McMurrian, 1996), School-Work Conflict Scale (SWC) and Work-School-Conflict Scale (WSC), Family-School Conflict Scale (FSC) and School-Family Conflict Scale (SFC) were modified versions of Netemeyer et al (1996). Academic performance was measured using participants disclosed GPA (Grade point average). Regression analyses were used to establish predictions between each variable. The hypotheses were: (1) there will be significant positive correlation between gender role socialization and work-school-family conflict, and (2) there will be a significant negative correlation between work-school-family conflict and academic performance (GPA) in Mexican-American College students. Hypotheses were not supported; results were not statistically significant (p > .05).
University of Texas-Pan American
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