This study explores the willingness of Indian parents to allow their daughters to pursue tertiary education and careers. This study firstly focused on how women who pursued tertiary education and careers were perceived by family and the Indian community when parents were growing up. Secondly, the study underscored the willingness of parents these days to allow their daughters to pursue tertiary education and careers. A qualitative research approach, using in-depth, semi-structured life-story interviews was used in the study to gain a deeper understanding of the factors that resulted in the development of certain perceptions towards women who pursued tertiary education and careers in the parents’ youth. Content analysis was used to analyse the data. A pilot study using purposive and snowball sampling was conducted using seven (7) sets of Muslim and Hindu parents. Thereafter, further questions were generated for the main study, where thirteen (13) sets of both Muslim and Hindu parents were interviewed. The results of the study indicate that the attitude towards women pursuing tertiary education and careers has evolved over time. Parents are these days more willing to allow their daughters to pursue tertiary education and careers. In the past women had not been encouraged to study and work. However, this perception has changed today. There is a great demand for Indian women in the workplace and many Indian women are enrolling every year at different universities to pursue tertiary education. The South African laws support women empowerment and education and, as a whole, many contributions in the country are made by women. / Dissertation (MCom)--University of Pretoria, 2011. / Human Resource Management / unrestricted

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Parents&#146; views of and participation in the special education process are important in light of parents&#146; expanded membership in all decision making groups, specifically those that make eligibility and placement decisions guaranteed by The Individuals with Disabilities Education Act Amendments of 1997 (IDEA &#146;97). The purpose of this study was to understand how parents view the special education process and their participation from their child&#146;s referral to eligibility determination. Furthermore, this study sought to determine how parents&#146; understanding and participation in the special education process could be enhanced.</P> Nine parents&#146; journeys through the special education referral and evaluation process were chronicled through pre-and post-eligibility parent interviews and observations of eligibility meetings. This data was contexualized through educator post-eligibility interviews to determine representativeness of parents&#146; participation and meeting characteristics. Individual and cross case analyses were used to analyze data. Findings indicate that little has changed in the past 25 years in the day-to-day implementation of the special education evaluation process. That is, parents know little of the process and participate minimally. Furthermore, parents express feelings about their child and the process that indicate that they care deeply and feel a vested interest in outcomes. However, parents express a need for greater understanding and participation in the process. A model for the effective implementation of the special education process is offered. / Ph. D.

published_or_final_version / abstract / Clinical Psychology / Master / Master of Social Sciences

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