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This study was conducted to determine the significant factors that affected career aspirations for high school seniors in a suburban school. It also analyzed differences in females' and minorities' college plans, diploma type, and changes in career aspirations from 1986 to 1996. The research design was a causal comparative statistical analysis replicating a 1986 study at the same school. In-depth investigations into female and minority aspirations were also expanded in this 1996 study. The population (N = 577) was 81% Caucasian, 9.5% Asian, 4.5% African American, 4% Hispanic and 1% American Indian. A preliminary survey established the ratings of the occupations based on societal prestige. Data on career aspiration, ethnicity, gender, parents' education, grade-point average, diploma type and college plans were collected from the seniors using the Harrington-O'Shea career cluster form and two other surveys. The researcher operationally defined student aspiration levels by assigning the mean occupational rank from the preliminary survey to each student's choice of career. The seniors' aspiration data were analyzed using Chi-square Tests of Association, One-Way Analyses of Variance, Pearson Correlation and Scheffe comparisons. There was a significant correlation between the 1996 seniors' career aspirations and two variables: grade-point average (p=.000) and fathers' education (p=.003). There was a significant relationship between the female seniors' career aspiration and their graduation years, 1986 and 1996 (p=.000); the 1996 females had higher career aspirations. Both the 1996 female and minority seniors achieved significantly higher percentages of Advanced Studies Diplomas with the Governor's seal (p=.000) and significantly higher percentages of aspirations for college (p=.000) than their 1986 peers. Another important finding was that the means of female seniors' career aspirations were just as high as their 1996 male counterparts; this was not true in 1986. Also, the 1996 minority seniors had slightly higher career aspiration means than their Caucasian peers. This study suggests that educators can reflect on what has been done during the last decade to empower females and minorities. It also challenges educators to continue to seek better curriculum and career opportunity programs to overcome the institutional sexism and racism that may interfere with students' aspirations. / Ed. D.

This study examined school divisions in the Commonwealth whose percentage African American students in gifted education were proportionate or nearly proportionate to their representation in the general student body in order to determine if there were any commonalities in their selection criteria. The conceptual framework suggests the type of assessments, professional development, multiple criteria, and students' self-perceptions are significant factors that determine the proportionality of African American students in gifted education programs within the Commonwealth. The reader has been provided with information on the historical perspective of disproportionate representation African Americans traditionally endured in gifted education. Data collected from interviews of directors of gifted education in school divisions that reported proportional representation of African American students in the area of General Intellectual Aptitude in gifted education. An analysis of the data revealed participating school divisions provided professional development on identifying underrepresented populations, used at least six multiple criteria options, selected both achievement and aptitude assessments during the screening process, and provided support for students' self-perceptions with a variety of programs which resulted in a proportional or near proportional African American representation in their gifted programs. / Ed. D.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003. / Title from electronic submission form. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Oklahoma, 1998. / Includes bibliographical references (leaves 132-141).

Lesbian, Gay, and Bisexual youth are at increased risk for the use of substances (Moon, Fornili & O’Briant, 2007; Remafedi, 1987), including cigarettes, alcohol, marijuana, cocaine, and ecstasy (Bontempo & D’Augelli, 2002; Corliss, Rosario, Wypij, Wylie, Frazier & Austin, 2010). Currently, no interventions exist designed to meet the needs of LGB adolescents (NREPP, 2011), and little theory exists to explain substance use by LG adolescents. To begin the process of developing tailored interventions, this three-study dissertation sought to: (1) explore the perspectives of LGB youth, and identify their perspectives on unique prevention development, (2) systematically review the empirical literature on culturally based risk factors in LGB youth and to identify most relevant salient themes for testing, and (3) explore the relationship between identified minority related stressors and substance use patterns in a large sample of LGB youth. Findings indicate that LGB adolescents have unique cultural experiences not captured in current prevention programming. Additionally, five constructs from minority stress are described, and their relationship to marijuana use is explained. Future research should focus on the development of better measurement instruments for minority stress in LGB adolescents and the exploration of its impact on behavioral health outcomes. / text

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 182-189).

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 224-255).

Thesis (Ed. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2401. Includes bibliographical references (leaves 368-377).

Thesis (Ed.D.) -- Teachers College, Columbia University, 2004. / Includes bibliographical references (leaves 167-185).