This diploma thesis focuses on the minority Arab population in Khuzestan, Iran. The thesis is based on research conducted during the summer of 2014 in the province of Khuzestan. It is consisted of theoretical part as well as data taken during the research period. Additional data was taken from respondents via internet and social networks. The aim of the thesis is an objective analysis of the Arab community life in Iran. Research questions focus on the status of this minority, tribal organization of Khuzestani Arabs and preservation of their cultural identity and heritage. The first two chapters consist of the introduction and set the framework for the methodological basis. The third chapter provides geographical and historical information of this province. Acquaintance with the geographical and historical facts is necessary for better understanding of the character of the Arab community in Khuzestan. The fourth chapter is dedicated to the Mesopotamian dialect and Khuzestani dialect of this community. The fifth chapter analyzes the question of religious identity of Khuzestani Arabs. The sixth chapter explores the tribal organization and the origin of Khuzestani Arabs, and provides an overview on Arab and non-Arab tribes in the province. The following chapter examines the identity and ethnicity of...

This study examines the development of science identity and understanding of science inquiry among a sample of high school and college-aged students of color, a majority of whom were female, during a yearlong informal science research internship. Formal science settings often have structures that form barriers between students and science, by removing these structures, informal science settings transform the science process into a relevant learner-centered experience. Informal science education (ISE) programs have been commonly studied for simple affective outcomes. These programs have been shown to improve interest, confidence, and motivation in science in addition to improving general attitudes toward science. However, the outcomes of ISE programs on deeper affective outcomes such as identity have yet to be thoroughly explored. Additionally, research on the impact these programs have on cognitive growth and science inquiry development is extremely limited. With the importance of ISE programs becoming increasingly recognized, the need to develop a deeper understanding of the program impacts is imperative. Lastly, the impact these programs have on students of color is of keen interest as ISE programs show potential for combatting their persistent underrepresentation in science. Guided by Carlone and Johnson’s (2007) science identity framework, this study utilized a case-study approach, which included a mixed-methods data collection process. Observations and semi-structured interviews were used in conjunction with an open-response questionnaire and quantitative survey to analyze the interactions within the informal science setting more deeply. Findings showed that participants experienced a positive statistical change in their understanding of science inquiry and science identity. Qualitative analysis of the data revealed two over-arching themes of the research experience: (1) Students’ Self-Development; and (2) The Learning Environment. Lastly, structural implications, such as program duration and same-race mentorship, are discussed as methods for retaining students of color in science.

The thesis presents theoretical approaches to the issue of national minorities and seeks to include two specific cases - Slovakia and Hungary - into this theoretical spectrum. Slovak and Hungarian minorities in Hungary and Slovakia respective are characterized at the same time. Territorial delimitation is obvious, time delimitation is primarily based in the first decade of the new millennium, ending in 2010. Theoretical part of the thesis is divided into two parts - first dealing with national and ethnic minorities (various classifications, terminology and characteristics), second with possible approaches of states to their national minorities (discussed are all conceivable approaches from the least favorable to the friendliest one). The practical part is divided into two main chapters, namely by surveyed countries - Slovakia and Hungary. Both of these chapters deal with national minorities in a given country, with the characteristics of these minorities and their legal status. Analysis of legal statuses of these minorities is based on international treaties, constitutions and laws of both countries. While Slovakia provides its minorities only with individual rights, Hungary introduced quite unusual system of personal cultural and schooling autonomy. The conclusion attempts to find the most...

The thesis, entitled Russian Identity: Minority Schools in Contemporary Estonia, analyses Russian upper-secondary schooling in Estonia from the dissolution of the Soviet Union until 2012. It focuses on two issues, which are considered to be important for national-identity building of Russian students living in Estonia: language of instruction and history teaching. In terms of the first issue, the thesis aims to show how is the Estonian government implementing the reform introducing mandatory 60% of curricula in Estonian and how is it perceived by Russian students and their teachers. In terms of the second issue, the thesis examines perception of the Soviet period by the Russian students comparing to the "official" Estonian interpretation advocated by the Ministry of Education. First part of the work focuses on the integration process of Russians into Estonian society stressing its difficulties and implications concerning the national identity of Russians living in Estonia. Second part finally examines the two particular issues (language-of-instruction reform and history teaching) from the point of view of the available written sources, while the final and the key part of the thesis analyses the same issues based on a field research at Russian schools in Estonia.

This dissertation is an examination of influences that have contributed to the retention of a group of minority students attending a predominately white postsecondary institution. The focus of the study is on the students' perspectives and the meaning and personal interpretation students draw from influences that impinge upon them and from their interactions with the college experience. From a sociological perspective this view and emphasis on meaning is described as the sociology of everyday life. The component of the sociology of everyday life which directed the methodology is symbolic interactionism. The data collection instrument was a focused interview. Variables from the Metzner and Bean (1987) Conceptual Model of Nontraditional Student Attrition and Tinto (1987) Student Integration Model served as the starting point for the formation of the open-ended questions. The selected group of students were participants in a collaborative program between a school district, a community college, and a state university designed to encourage minorities to pursue careers in education. Twelve out of 25 qualified participants volunteered for the study. They represented a heterogeneous group of African-American, Hispanic-American, and Asian-American students. The data indicated that while the students had divergent family and educational experiences prior to entering the college, certain circumstances took place that were in many instances similar. The findings were multifaceted and represent institutional, environmental, and personal influences. Institutional influences included the encouragement of faculty and staff, introduction of college as a choice either early in their lives or when they were ready to make career changes, academic supports, ethnic and multicultural studies, a familiar site on campus to go for assistance, and the availability of supportive administrators and faculty. Environmental influences included familiarity with the lack of employment opportunities without a college degree, and experience in racially integrated environments. Personal influences included assistance with college expenses from a family member, awareness of the economic limitations without advanced training, and personal commitment and determination to persist. Supportive relationships within the context of the students' families, educational experiences and the broader society of which they were an integral part all played influential roles in the persistence of the students.

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Sexual minorities face identity-specific stressors (minority stress). Minority stress often predicts worse health outcomes and behaviors, like increased substance use. The current study examined the relationship between proximal minority stress and hazardous alcohol use. Possible mediators were considered. The current study involved a secondary data analysis of data from 48 sexual minority women who completed an online survey. Measures included the Lesbian Internalized Homophobia Scale, the Connectedness to the LGBT Community Scale, the AUDIT-5, the Drinking Motives scale, and an item that measured frequency of drinking. Data, analyzed via R, included t-tests, correlations, regression, and mediational analyses. Results showed that internalized stigma significantly predicted concealment. Community connectedness was neither predicted by internalized stigma nor correlated with concealment. Concealment did not predict coping motives; coping motives significantly predicted problematic drinking. Limitations included a low sample size and low observed power. Therefore, significant results may be found with a higher sample size.

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