ABSTRACT THE SURVIVORS: ROMA UNIVERSITY STUDENTS IN TURKEY Diler, Melike M.Sc., Department of Sociology Supervisor: Assoc. Prof. Dr. AySe G&uuml / nd&uuml / z HoSg&ouml / r December 2008, 147 pages This study has two aims regarding the Roma university students in Turkey. First, it attempts to discover the characteristics of their life courses in order to identify the success factors paving the way for their participation in higher education, specifically when the low education level of the Roma people, including even their own families, is concerned. Therefore, their socio-economic environment, early childhood years and school experiences are focused and analyzed respectively to expose the actors and processes making their life stories appear as success stories. Second, it aims to expose whether there are differences between the ones involved in the Roma Rights Movement and the ones not involved in terms of their ethnic identity status. That is, most of the better-off Roma, previously, preferred hiding their ethnic identity not to be excluded from participation in social, economic and political spheres. However, the Roma university students participating in the Roma Rights Movement refuse to hide their identity as they do not want to be assimilated, but integrated into the majority society. That point has a first-rate importance, as the low educational level of the Roma people, especially that of the Roma children, are closely associated with the lack of positive role models showing them how and what education pays off. On the basis of the conclusions drawn from the data analysis collected through in-depth interviews, it is exposed that these Roma youngsters demonstrate high levels of agency for their own social inclusion through education. Although they are all supported by their families / most of their Roma school peers dropped out of either primary or high school due to poverty and discriminative attitudes of their teachers and school administrators. The stigma of inferiority attached to the Roma is so strong that the survivors, who manage to attend the high school, hide their ethnic identity from this point onwards. Therefore, the demand of the Roma university students, participating in Roma Rights Movement, for integration into the majority society appears as an exceptional case among the well-educated Roma, but making them the pioneers of a new Roma identity in Turkey: Roma intelligentsia.

The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose / gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo / knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.

Social justice allies make important contributions to fighting oppression in campus environments and in their communities after college. However, knowledge of how one becomes a social justice ally is limited. This qualitative, phenomenological study was designed in an effort to better understand the social justice ally development process and advances the pioneering work of Broido (1997, 2000). Examination of student’s understanding of her/his formative and college experiences helped determine how each alone and in combination with other factors or experiences, contributed to her/his ally development process. The role of student affairs professionals and programs in this process was also examined. This study was conducted at The University of Texas at Austin, which was selected because of the historical context, institutional environment and diversity-related initiatives implemented over the past 10 years. Review of the literature on ally development reveals that a majority of the existing research focuses on allies who take action against heterosexism or sexism. Through this research project I addressed this gap by including student allies who focus on other areas of privilege/oppression including classism and citizenship status. This study also expands the analysis of social justice allies by including examination of the influence of gender on the development, motivations and actions of allies. / text

Health behaviors tend to occur together. However, the research on what factors define and regulate their coexistence within individuals is still limited. There is also no established methodology to investigate regulation mechanisms of multiple health behaviours. The objectives of the study were to explore: 1) co-occurrence of multiple health behaviours (smoking, alcohol drinking, physical activity, and healthy eating) in a sample of Canadian university students; 2) the role of motivational (e.g., controlled, autonomous and intrinsic motivations), cognitive (e.g., health attitudes and health empowerment), and social contextual (e.g., family and friends) components in these regulation mechanisms; 3) the strengths and limitations of integrating variable-based and case-based methodological approaches to study the coexistence and regulation of multiple health behaviours. The research was based on the theoretical underpinnings of Self-Determination Theory (SDT) and a critical realism paradigm. College students (N==238) from the University of Saskatchewan completed a survey in Study 1. Six participants, purposefully selected from the sample were interviewed in Study 2. The most frequent multiple health behaviour cluster was ‘alcohol drinking+physical activity+healthy eating’ (62%; n=143). The results of multiple regression analysis (Study 1) confirmed that intrinsic and autonomous motivations were the best predictors of the frequency of alcohol consumption, physical activity, and healthy eating. Interview analyses in Study 2 also suggested that multiple health behaviours were best self-regulated when motivations were harmonized with individuals’ cognitions and emotions, and supported by their social contexts. Such balance could be achieved by exercising more self-control, making up for one health behaviour via another, or avoiding cognitive dissonance by ‘splitting up’ a negative concept into positive and negative ones (e.g., occasional smoking to release stress versus harmful chain smoking). Both Study 1 and Study 2 results present motivation as a hierarchical structure and provide evidence that motivational regulations across multiple health behaviours are interrelated. The comparative analysis of Studies 1 and 2 demonstrates that the integration of two different methodological approaches and the consilience between their results added to the validity and generalizability of the common findings. Importantly, contradictions in findings highlighted limitations of each methodological approach and were discussed in terms of implications for their methodological refinement.

Nous avons développé un modèle qui cherche à identifier les déterminants des trajectoires scolaires des élèves universitaires en articulant deux perspectives théoriques et en utilisant une approche méthodologique mixte en deux phases : quantitative et qualitative. La première phase est basée sur le modèle de Tinto (1992) avec l'incorporation d'autres variables de Crespo et Houle (1995). Cette étape a atteint deux objectifs. Dans le premier, on a identifié les différences entre les variables exogènes (indice économique, l'éducation parentale, moyen au lycée et moyenne dans l’examen d'entrée) et trois types de trajectoires: la persévérante, de décalage et d’abandon. Cette phase était basée sur les données d'un sondage administré à 800 étudiants à l'Université de Sonora (Mexique). Les résultats montrent que ceux qui ont quitté l'institution ont obtenu des scores significativement plus bas sur les variables exogènes. Le deuxième objectif a été atteint pour les trajectoires persévérantes et de décalage, en établissant que les étudiants ont une plus grande chance d’être persévérants lorsqu’ils présentent de meilleurs scores dans deux variables exogènes (l'examen d'entrée et être de genre féminin) et quatre viable endogènes (haute intégration académique, de meilleures perspectives d'emploi, ont une bourse). Dans la deuxième phase nous avons approfondi la compréhension (Verstehen) des processus d'articulation entre l'intégration scolaire et sociale à travers de trois registres proposés par Dubet (2005): l'intégration, le projet et la vocation. Cette phase a consisté dans 30 interviews avec étudiantes appartenant aux trois types de trajectoire. À partir du travail de Bourdages (1994) et Guzman (2004), nous avons cherché le sens de l'expérience attribuée par les étudiants au processus éducatif. Les résultats révèlent cinq groupes d’étudiantes avec des expériences universitaires identifiables : ceux qui ont une intégration académique et sociale plus grande, les femmes travailleuses intégrées académiquement, ceux qui ont les plus grandes désavantages économiques et d’intégration scolaire, ceux qui ont cherché leur vocation dans un autre établissement et ceux qui n'ont pas poursuivi leurs études. L'utilisation de différents outils statistiques (analyse de corrélation, analyse de régression logistique et analyse des conglomérats) dans la première phase a permis d’identifier des variables clés dans chaque type de trajectoire, lesquelles ont été validées avec les résultats de la phase qualitative. Cette thèse, en plus de montrer l'utilité d'une approche méthodologique mixte, étend le modèle de Tinto (1987) et confirme l'importance de l'intégration scolaire pour la persévérance à l'université. / We developed a model that seeks to identify the determinants of university student academic paths articulating two theoretical perspectives trough the use of a mixed methodological approach in two phases: quantitative and qualitative. First, the quantitative model based on Tinto (1992) with the incorporation of other variables from Crespo and Houle (1995). This phase attained two purposes. In the first, were determined the differences between the exogenous variables (economic index, parents’ educational level, high school average and average of the entrance exam) and three types of trajectory: persistent, lagged and attrition. This phase was based on data from a survey applied to 800 students at the University of Sonora (Mexico). The results show that those who left the institution had scores significantly lower at the exogenous variables. The second objective was achieved from the trajectories persistent and lagged. It was found that there is a greater chance of having a persistent trajectory when students have a high academic integration, better scores on the entrance exam, more employment expectations, having obtained a scholarship and being a woman. In the second phase a deeper understanding (verstehen) of the processes of articulation between the academic and social integration was developed through three registers: integration, project and vocation, as proposed by Dubet (2005). This phase consisted in conducting of 30 interviews with students of all three types of trajectories. From the work of Bourdages (1994) and Guzman (2004), we sought the meaning of the experience given by the students to the educational process. The results reveal five groups of students with identifiable college experiences: the ones with highest academic and social integration, the female workers with academic integration, the ones most economically disadvantaged and lower academic integration, those who sought his vocation in a different institution and the ones who dropped out. The use of different statistical tools (correlation analysis, logistic regression analysis and cluster analysis) handled in the first phase identified key variables in each type of trajectory, which were validated with the results of the qualitative phase. This thesis, in addition to showing the usefulness of a mixed methodological approach, extends the Tinto’s model (1987) and confirms the importance of academic integration for persistence in university studies. / Se desarrolló un modelo que pretende identificar las determinantes de las trayectorias estudiantiles universitarias articulando dos perspectivas teóricas mediante un proceso de acercamiento metodológico mixto en dos fases: cuantitativa y cualitativa. La primera fase se fundamenta en el modelo de Tinto (1992) con la incorporación de otros conceptos a partir de Crespo y Houle (1995). Esta fase cumplió dos objetivos. En el primero, se determinaron las diferencias entre las variables exógenas (índice económico, escolaridad de los padres, promedio de preparatoria y promedio del examen de ingreso) y tres tipos de trayectoria: perseverante, rezagada y de abandono. Esta fase se basó sobre los datos provenientes de un sondeo administrado a 800 estudiantes de la Universidad de Sonora (México). Los resultados muestran que quienes abandonaron la institución presentaban puntajes significativamente más bajos respecto a las variables exógenas. El segundo objetivo se alcanzó a partir de las trayectorias perseverante y rezagada; estableciéndose una mayor probabilidad de ser perseverante si presentan mejores puntajes en dos variables exógenas (el examen de admisión y ser mujer) y cuatro variables endógenas (integración académica alta, contar con mayores expectativas de empleo, haber obtenido una beca y no tener deudas). En la segunda fase, se profundizó la comprensión (verstehen) de los procesos de articulación entre la integración académica y social a través de tres registros propuestos por Dubet (2005): integración, vocación y proyecto. Esta fase consistió en la conducción de 30 entrevistas con estudiantes de los tres tipos de trayectoria. A partir de los trabajos de Bourdages (1994) y Guzmán (2004), se buscó el sentido de la experiencia otorgada por los estudiantes a su proceso formativo. Los resultados revelan cinco grupos de estudiantes con experiencias universitarias identificables: los de mayor integración académica y social, las trabajadoras integradas académicamente, los de mayores desventajas económicas y de integración académica, los que buscaron su vocación en otra institución y los que no continuaron estudiando. La utilización de diversas herramientas estadísticas (análisis de correlación, análisis de regresión logística y análisis de conglomerados) manipuladas en la primera fase permitió identificar variables determinantes en cada tipo de trayectoria, que fueron validadas con los resultados de la fase cualitativa. Esta tesis, además de mostrar la utilidad de un acercamiento metodológico mixto, extiende el modelo de Tinto (1987) y confirma la importancia de la integración académica para la perseverancia en los estudios universitarios.

The purpose of this study was to investigate the challenges faced by first-year students as they negotiated the transition from the wrting environment of high school to the writing environment of university. The research for the dissertation was undertaken using a mixed-method explanatory design. This yielded a description of students' perceptions of the differences between their high school writing and first-year university writing environments. The research questions were as follows: what are high school students' perceptions of their writing environment; and what differences, if any, do students perceive as different in the writing environment between high school and first-year university? A total of one hundred and forty-four Grade 12 students completed a quantitative survey asking for their perceptions of the high school writing environment, and twenty students took part either in qualitative focus groups or individual interviews. A follow-up interview was conducted with fourteen of the original twenty participants while they were in the process of completing their first term at university. The results indicated that students' perceptions were very much influenced by individual teachers and instructors and by their own expectations. Recommendations, implications for further research, and implications for program development are offered as a way to extend the knowledge in this area.

The purpose of this study was to examine the Ball State University collegiate student organizational structure and determine how leader and manager roles develop, :based on responses that student organizational officers and members provide on the Leadership Questionnaire (Burke, 1988) at two different times during the 1999-2000 academic year. This study also investigated the development process of student officer positions to determine whether transactional (management) or transformational (leadership) is promoted. Using thethe pre- and post-test data, the results showed that those subjects who were members decreased in leadership skill development, while officers increased in leadership skill development during a two month time span. The difference between the two groups was significant at the .064 level. (F (1,23) = 3.79, p = .064) The alpha level was chosen as .10 due to the exploratory nature of the study and the small data history. This data confirms our initial research hypotheses that 1) participation in authority roles develops leadership skills, and 2) those authority roles are experienced as leadership roles. / Fisher Institute for Wellness and Gerontology

The purpose of the study was to provide a descriptive data analysis for program planners on knowledge, attitudes, and behavior regarding organ donation among undergraduate students enrolled at Ball State University. An 84-item questionnaire was administered to undergraduate students. The subjects were obtained from a convenient sample.The data were analyzed using mean and Pearson's r to answer the research questions. The overall attitudes of the subjects were positive (M=20.88 out of a possible 26). The knowledge of the subjects toward organ donation was low (M=9.98 out of a possible 22). About one half of the subjects indicated that they are organ donors, by indicating on the survey that they have signed an organ donor card or a similar document. Attitude regarding organ donation (r =.232) was found to be a greater influence on willingness to become an organ donor than was knowledge about organ donation (r = .106). Recommendations are to submit results to program planners to help create more effective organ donation recruitment. / Department of Physiology and Health Science

Tinto’s (1993) Theory of Individual Departure from Institutions of Higher Education conceptualized the decision making process students navigate when committing to institutions of higher education and persisting to graduation. Transfer students are gaining the attention of administrators and policy-makers because of the high level of transfer activity in higher education. Many of these students face a uniquely difficult transition when moving from one institutional environment to another. The phenomenon, known as transfer shock, is the overall integration and adaptation difficultly that transfer students face (Hills, 1965). Since previous institution cumulative grade point average (GPA) is a criterion used in transfer admissions decisions, it was studied. Six-year graduation totals were also observed in the study because they indicates student commitment to their institution and goals toward graduation. The purpose of this study was to examine Ball State University entering transfer students and how to predict post-transfer GPA and six-year graduation based on previous institution cumulative grade point average, age, sex, previous institution type, and BSU college. Regression analysis was used to make predictive models for post-transfer GPA and six-year graduation using the observed variables (i.e., previous institution cumulative GPA, age, sex, previous institution type, and BSU college). The sample consisted of 1,857 entering transfer students at Ball State University, a state-assisted, residential university with high research activity in Muncie, Indiana. Previous institution cumulative GPA averaged 2.994 while the average post-transfer GPA was 1.681. Nearly 60% of the sample achieved six-year graduation. The results of the revised model for predicting post-transfer GPA found only previous institution cumulative GPA, age, previous institution type, and whether or not the student was in CAST to be statistically significant predictors. The model used to predict six-year graduation found previous institution type, age, sex, previous institution type, and three of the BSU colleges (CAST, CCIM, and TC) to be statistically significant predictors. When applied to the data, the six-year graduation prediction model correctly predicted six-year graduation at a rate of 79.6% and had an overall correct prediction percentage of 63.6% of the time. Suggestions for practice and recommendations for future research were included. / Department of Educational Studies

This study examines the influences and factors that drive an international student to attend a specific higher education institution. Undergraduate, international students at Ball State University and Muskingum College were interviewed.The international students at those institutions had a variety of factors that played a role in their decision to attend either Ball State University or Muskingum College. These factors included location, academic programs, exchange programs, cost/finances, size of institution, family role, support available, and accessibility.A focused look at the students' background and the size of the institution was addressed. There was a lack of related literature on these points, yet the influence of these factors was quite important. / Department of Educational Studies