The medium of film and television has become more prevalent in society than ever before. It pushes the boundaries of what technology can do and what realities mankind can explore. However, with their rapid expansion, the bounds by which society deems this medium as ethical or unethical, simplified as real or fiction, has become a lot hazier, daresay, inconsequential. While some facets of the medium strive and continue to focus on ethical practices (such as documentary work), others base their work loosely on those real experiences (e.g. “Based on a True Story”) or are wholly exaggerated or fabricated. With this in mind, it probes the question: Does research have a place in nonfiction storytelling? This thesis explores this premise, arguing that the more a story is researched and truthful to its subject matter, the better and more entertaining it will become.

Religion has a powerful influence on adherents' behaviors and beliefs. Harmful teachings about gender roles, sexual purity, and a lack of education surrounding sexual abuse have been shown to negatively impact members’ understandings of these topics. This study looks into these relationships in further detail by surveying adults who are either active and ex-members of The Church of Jesus Christ of Latter-day Saints about their recollections of religious principles they learned in their Young Men’s/Women’s classes, their behaviors as youth (ages 12-18), and their current beliefs. Findings indicate that teachings and cultural expectations in regard to gender roles exist in The Church, and many female members disagree with and refuse to comply with them. Purity culture impacted participants in differing ways, including their continued belief in sexual purity before marriage but their disapproval of shaming sexually experienced members. Findings indicate that The Church does not educate members on sexual abuse and consent, but participants still indicated knowledge of these topics. Implications include continued study into these topics to better understand conflicting responses and complicated relationships between members’ beliefs and Church teachings, and changes in Church doctrine to better support members and victims of abuse.

This thesis explores the potential reasons individuals may romanticize violent serial killers and seeks to eradicate the idea that this phenomenon is due to any singular reason alone. In light of the recent explosion of interest surrounding serial killers and other true-crime genre media, this work aims to help the general public understand, not only the reasons that we may feel inclined to romanticize such evil individuals, but also the potential dangers behind such romanticization. This research led to the conclusion that a fascination for media or entertainment surrounding and related to this topic has been long standing in human history. Additionally, it was concluded that, while the personal reasons each individual may have for romanticizing serial killers may vary, today’s media representations of violent serial killers (both fictional and not) appeal to these reasons by subtly portraying killers as more palatable to the public. Ultimately, this project compiled numerous potential causes of romanticizing serial killers in order to conclude that no single reason is the source for this phenomenon, but that it is rather a complex culmination of factors.

The Starbucks Workers United Movement emerged in late 2021 and quickly spread to 290 stores in at least 40 states. SBWU cuts against the decades-long trend of decline in the US labor movement, and many hope that it signals its revitalization. I conducted interviews in Arizona's first SBWU location to investigate why workers organized, why they chose to act now, and what obstacles lie ahead of the movement. I found that the movement is driven primarily by young workers (Gen Y and Z) motivated by factors other than pay like toxic management, scheduling concerns, and dignity at work. Findings indicate that the conditions which brought about SBWU will increase in a future of climate change and economic instability.

Driver’s licenses are central to many people's livelihoods, allowing us the ability to travel for work, education, healthcare, and all other essentials of life. Often, however, driver’s licenses are suspended as a means of enforcing traffic violations. About two years ago, Arizona significantly changed the civil traffic enforcement landscape in the state as it passed a law—S.B. 1551—that, in part, made it so individuals could no longer receive driver’s license suspensions for failing to pay a civil traffic fine. This study aimed to examine how this legal change has impacted civil traffic enforcement in Tempe, Arizona. As part of this work, I helped my thesis supervisor with overseeing student groups in one of his online courses in a research project that centered around studying the community impacts of driver’s licenses suspensions. I met with my thesis supervisor to coordinate how the project would be implemented, assisted students with learning how to use data analysis and visualization tools, and edited the paper of the student group selected as the top team so that they could share their findings with members of the Tempe Municipal Court. Coinciding with the research done by these student groups, I also conducted my own analysis, using traffic data provided by the Tempe Municipal Court to be able to determine how the passage of S.B. 1551 was affecting civil traffic trends related to failure to pay dispositions, if at all. Overall, I found that S.B. 1551 presented implications for both accountability and equality related to civil traffic enforcement. To the enforcement concerns, the number of failure to pay dispositions rose after the passage of SB 1551. With traffic fines being a central means for punishing and deterring traffic violations, people no longer being compelled to pay them may present issues for regulating traffic safety. However, this study also demonstrated that, had S.B. 1551 not been implemented, driver’s license suspensions for failure to pay dispositions may have disproportionately and adversely impacted communities in Tempe by socioeconomic status and race. Hopefully, this project can guide policymakers in setting civil traffic enforcement policy, taking into account both the enforcement and equitability implications, as well as to serve as a starting point for future research on the topic.

The education that a student receives in the United States is influenced by an array of factors. One of the main influential factors is the financial resources a school has access to. Additionally, identities such as race, class, and gender all substantially impact the level of education a student has access to. Often students in minority groups, such as Hispanic students, experience additional challenging educational experiences than others. This is due to the intersectionality of their identities impacting their education. Within the Hispanic population, the unique educational experiences of Hispanic females are often disregarded. This paper analyzes the implications of intersectionality on the education of Hispanic females in Arizona. In order to examine this, a qualitative research study involving interviews with Hispanic female college students was done. Interviews consisted of questioning the participants about their K-12 educational experiences in Arizona’s education system, the school factors impacting their education, the familial factors impacting their education, and their college experiences. Key findings show that the educational experiences of Hispanic female students in Arizona are impacted by (a) familial support, (b) the role of Hispanic values/traditional gender roles, (c) a lack of financial resources, (d) an underrepresentation of Hispanic culture, (e) and inadequate college readiness resources. The findings of the study show that the intersectionality of gender and race/ethnicity creates additional disadvantages for the education of Hispanic female students. Furthermore, the results emphasize the need to take intersectionality into account when examining the educational differences that exist in the education system.