Master of Science / Department of Journalism and Mass Communications / William Adams / This is an exploratory study on the existing transition efforts of the Kansas State University Graduate School for master’s degree students. There are a variety of graduate students at Kansas State University with many different graduate program experiences. This study identifies the current status of incoming master’s degree students outreach and details experiences of transitioning graduate students to make suggestions on future strategies. It is vital to identify if, and which, programs are catering to the different needs of these students during their socialization into their graduate program. The study has three main objectives: (1) determine the level of personal contact and emphasis on relationship-building during a master’s degree student’s transition, (2) identify the general efforts and practices of specific master’s degree programs and the Kansas State University Graduate School, and (3) to document the needs of students as they transition into graduate school at Kansas State University. The research was conducted through use of confidential one-on-one in-depth interviews with nine Kansas State University graduate program directors and two Graduate School administrators. Ten newly admitted to the Kansas State University graduate program in the spring of 2013 were interviewed. The qualitative approach to this study enabled the researcher to get detailed testimonials and experience-based knowledge from all of these key stakeholders. Overall, the study revealed that graduate students value face-to-face and personal interaction and showed that student-to-student contact is a preferred component to a successful socialization of graduate students. The needs of transitioning graduate students included assistance with course scheduling, assistantship responsibilities, advisor selection, and an overall understanding that graduate school is different from undergraduate school. Future graduate program strategies that would assist in the successful socialization of graduate students include: orientations, meeting with graduate program directors, social and networking opportunities, and workshops. Involvement in student organizations and utilization of on-campus resources are also a part of most of the graduate programs, and graduate school transition outreach. Based on the findings of this study, the researcher offers suggestions to the Graduate School, graduate programs, and incoming students in order to help enhance the transition experience of master’s degree students into graduate school at Kansas State University.

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This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.

Girls’ education has been promoted by the international development community for over two decades; however, it has proven harder to promote gender equality through education than it has been to promote gender parity in education. Of significance is the global circulation and co-existence of two competing rationales for the importance of girls’ education: economic efficiency and social justice. The cost of ignoring how and why Southern governments and their development partners choose to promote girls’ education is high: an over-emphasis on economic efficiency can mean that the root causes of gendered inequalities in society remain unchallenged, and more social justice-oriented reforms become marginalized. This thesis uses a critical feminist lens to qualitatively investigate the role and significance of human capital, human rights, and human capabilities policy models in the context of the production and enactment of gender equality in education policy knowledge in The Gambia, a small, aid-dependent Muslim nation in West Africa. The purpose of the study was to assess the scope education policies provide for positive change in the lives of Gambian women and girls. Towards illuminating relations of power in and the politics of gender equality in education policy processes, the study compares and contrasts written texts with the perspectives of state and non-state policy actors. The study is based on data drawn from interviews, participant observation, and documentary analysis. The findings suggest that different gender equality in education ideas and practices have been selectively mobilized and incorporated into education policy processes in The Gambia. At the level of policy talk, girls’ education is framed as important for both national economic growth, and “women’s empowerment”. However, the policy solutions designed and implemented, with the support of donors, have tended to work with rather than against the status quo. Power and politics was evident in divergent interpretations and struggles to fix the meaning of key concepts such as gender, gender equality, gender equity, and empowerment. Religious beliefs, anti-feminist politics, and the national feminist movement were identified as important forces shaping gender equality in education knowledge and action in the country.

This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.

Girls’ education has been promoted by the international development community for over two decades; however, it has proven harder to promote gender equality through education than it has been to promote gender parity in education. Of significance is the global circulation and co-existence of two competing rationales for the importance of girls’ education: economic efficiency and social justice. The cost of ignoring how and why Southern governments and their development partners choose to promote girls’ education is high: an over-emphasis on economic efficiency can mean that the root causes of gendered inequalities in society remain unchallenged, and more social justice-oriented reforms become marginalized. This thesis uses a critical feminist lens to qualitatively investigate the role and significance of human capital, human rights, and human capabilities policy models in the context of the production and enactment of gender equality in education policy knowledge in The Gambia, a small, aid-dependent Muslim nation in West Africa. The purpose of the study was to assess the scope education policies provide for positive change in the lives of Gambian women and girls. Towards illuminating relations of power in and the politics of gender equality in education policy processes, the study compares and contrasts written texts with the perspectives of state and non-state policy actors. The study is based on data drawn from interviews, participant observation, and documentary analysis. The findings suggest that different gender equality in education ideas and practices have been selectively mobilized and incorporated into education policy processes in The Gambia. At the level of policy talk, girls’ education is framed as important for both national economic growth, and “women’s empowerment”. However, the policy solutions designed and implemented, with the support of donors, have tended to work with rather than against the status quo. Power and politics was evident in divergent interpretations and struggles to fix the meaning of key concepts such as gender, gender equality, gender equity, and empowerment. Religious beliefs, anti-feminist politics, and the national feminist movement were identified as important forces shaping gender equality in education knowledge and action in the country.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement (Willms, 2003; Willms & Flanagan, 2007). Research demonstrates children with intersecting differences of race, ethnicity, language, and disability, and those in their middle years (10-13 years old), undergo heightened academic challenges (Blanchett, Klingner, & Harry, 2009; Cobbold, 2005). Within Toronto, one of the most diverse Canadian cities, this study explores the narratives of 6 middle years children with intersecting differences of race, ethnicity, language, and disabilities. The narratives highlight participants’ understandings of differences, learning, and inclusion. Specifically, what are marginalized children’s personal schooling experiences, and how may these insights support inclusive learning, teaching, and sense of belonging? Underpinned by conceptual lenses of (a) critical theory, from which stems critical pedagogy and critical multicultural education, and (b) the “new sociology of childhood” (Greene & Hogan, 2005), which includes social constructivist and participatory frames, this study employed qualitative narrative and critical discourse analysis research methods throughout 7 research sessions over a 4 month period. Accessing children’s multiple views, data collection included a “mosaic” (Clark & Moss, 2001) multi-method approach, such as semi-structured interviews with open-ended questions, writing activities, imaginative story games, photography, and drawings. The children’s narratives are re-presented as portrait narrative summaries within this paper. Surfacing findings include two predominant themes: (a) Participants’ conceptualizations of differences, race, ethnicity, language, culture, disability, and autism. Participants’ views relate to theories of denying differences, colour blindness, White discourse, and Othering; and (b) Interconnecting factors of inclusive and exclusive elements contributing to participants’ overall sense of school belonging. Additionally this theme highlights matters of meritocracy, individualization, and the “good” student. Underscoring both themes are notions of normalcy, and deficit and deficient-based discourses. Inviting student voice into educational conversations and research processes, this study demonstrates the importance of listening to voices of children with intersecting differences, as they may adeptly advance areas of inclusion and diversity.

Ce projet de mémoire vise à examiner dans quelle mesure la participation aux activités parascolaires modère le lien entre l'affiliation aux pairs déviants et le désengagement comportemental différentiel des adolescents et des adolescentes entre la première et la deuxième secondaire. L'échantillon initial est composé de 448 élèves de première secondaire fréquentant deux écoles de la région de Montréal. Au cours de deux années consécutives, le niveau de désengagement comportemental, la participation aux activités parascolaires et le nombre d'amis déviants ont été évalués à partir de mesures auto-révélées par l'élève. Les résultats démontrent qu'au-delà du niveau de scolarité de la mère et du niveau de déviance du jeune, l'affiliation à des pairs déviants est positivement associée au désengagement comportemental de l'adolescent. Par ailleurs, la participation aux activités parascolaires semble être un facteur aggravant pour le désengagement comportemental du jeune. De plus, nos résultats révèlent que l'effet de la participation aux activités parascolaires n’est pas le même pour les garçons et pour les filles. En discussion, plusieurs pistes de réflexion sont soulevées pour expliquer ces résultats surprenants. Les implications pour la recherche et l’intervention sont également présentées. / This study aims to examine the moderating role of extracurricular activities on the relationship between deviant peer affiliation and boys’ and girls’ disengagement between the first and second years of secondary school. The sample was composed of 448 students from two secondary schools in Montreal. During two successive years, the level of behavioral disengagement, extracurricular activities participation, and number of deviant peers were evaluated with self-reported measures. Results show that, beyond the mother’s educational level and youth deviancy, affiliation with deviant peers is positively associated with adolescent behavioral disengagement. Moreover, extracurricular activities participation is positively but marginally associated with student disengagement. Finally, results suggest that the effect of extracurricular activities participation varies between boys and girls. The discussion highlights the different implications of these results for research and intervention.

Il existe un discours, qui gagne chaque jour en popularité dans les milieux académiques et professionnels, qui se reproduit dans le quotidien familial et socioculturel, sur une adolescence qui est perçue comme un problème, une étape de crise avec laquelle il est difficile de négocier. À partir des écrits de Foucault (1976) on peut penser que cette inquiétude s’inscrit dans la construction du dispositif occidental de la sexualité. À partir de ce concept, l’objectif de cette recherche était de dégager les constructions possibles d’un ou de dispositifs de sexualité chez des adolescents(es) vivant en situation de pauvreté au Brésil (Belém-Pará). La méthode de recherche choisie a été un devis qualitatif selon une approche ethnographique qui consiste à décrire et à interpréter un système ou un groupe socioculturel (Creswell, 1998). La principale technique de cueillette des données, en plus des techniques d’observation ethnographique et l’analyse documentaire, a été l’entrevue en profondeur, en face à face, à partir de questions ouvertes. Quatorze adolescent(e)s vivant dans le même quartier pauvre de Belém ont été observé(e)s et interviewé(e)s, de même que leurs parents. L’analyse des données, effectuée selon l’analyse de contenu proposée par Bardin (1977) ont révélé un dispositif de sexualité présent tant chez les adolescents, parents et professeurs rencontrés, et s’appuyant sur l’école, les églises, les médias et l’État, qui a été décrit comme un dispositif du sexe sécuritaire alors qu’un dispositif d’alliance, au sens de Foucault, a été décrit après analyses et confirmation des données comme l’alliance des puissants. Ces résultats, avec en plus des informations nouvelles sur la sexualité amazonienne à partir des légendes locales du Boto et d’Iara, permettent de voir sous un nouvel angle la question de la construction sociale de la sexualité chez des adolescent(e)s vivant en situation de pauvreté à Belém (Pará) au Brésil et ont conduit à des recommandations spécifiques pour améliorer la recherche et les pratiques professionnelles. / There is a discourse, gaining in popularity every day in academic and professional environment, which is reproduced in family and socio-cultural day-to-day life, regarding an adolescence perceived as problematic, a stage of crisis with which it is difficult to negotiate. Based on the writings of Foucault (1976), it is possible to think that this concern enters into the western construct of apparatus of sexuality. Based on this concept, the objective of this research project was to identify the possible constructs of one or more apparatus of sexuality in adolescents living in poverty in Brazil (Belém, Pará). The research methodology selected was a qualitative assessment using an ethnographic approach consisting in describing and interpreting a socio-cultural system or group (Creswell, 1998). The principal data collection technique, in addition to ethnographic observation and documentary analysis, was face-to-face in-depth interviews based on open questions. Fourteen adolescents living in the same underprivileged Belém neighbourhood were observed and interviewed, as well as their parents. The data analysis, carried out using Bardin’s content analysis (1977), revealed a apparatus of sexuality among the adolescents, parents and teachers interviewed based on the school, the church, the media and the State, which was described as a apparatus of safe sex whereas a apparatus of alliance, within the meaning of Foucault, was described after analysis and confirmation of the data as an alliance of the powerful. These results, with new information on an Amazonian sexuality arising from local Boto and Iara legends, cast new light on the question of the social construct of sexuality among adolescents living in poverty in Belém in the Brazilian state of Pará and led to specific recommendations to improve research and professional practices. / Existe um discurso, que aumenta a cada dia mais e mais em popularidade não apenas no meio acadêmico, mas também no profissional, que se reproduz no cotidiano familiar e sociocultural, sobre uma adolescência que é percebida como um problema, uma etapa de crise com a qual é dificil de se negociar. À partir dos escritos de Foucault pode-se pensar que esta inquietude se inscreve na construção do dispositivo ocidental da sexualidade. À partir deste concepto, o objetivo desta pesquisa foi de deixar imergir as construções possiveis de um ou mais dispositivos de sexualidade dos adolescentes vivendo em situação de pobreza no Brasil (Belém-Pará). O método de pesquisa escolhido foi qualitativo dentro de uma abordagem etnográfica qui consiste à descrever e à interpretar um sistema ou um grupo sociocultural (Creswell, 1998). A principal técnica de coleta de dados, além das técnicas de observação etnográficas e análise documental, foi a entrevista em profundidade, em face à face, à partir de questões abertas. Quatorze adolescent(e)s vivendo no mesmo bairro pobre de Belém foram observados e entrevistados, assim como seus pais. A análise dos dados, efetuou-se segundo a análise de conteúdo proposta por Bardin (1977) que revelaram un dispositivo de sexualidade presente tanto nos adolescentes, pais e professores encontrados, e se apoiando nas escolas, igrejas, midias e Estado, que foram descritas como um dispositivo de sexo seguro, enquanto que, um dispositivo de aliança, no sentido de Foucault, foi descrito após análises e confirmação dos dados como aliança dos poderosos. Estes resultados também proprocionaram novas informações sobre a sexualidade amazonense à partir das lendas regional do Boto et da Iara, permitindo perceber através de um novo ângulo a questão da construção social da sexualidade dos adolescentes vivendo em situação de pobreza à Belém (Pará) no Brasil, e conduziram à recomendações específicas para aperfeiçoar a pesquisa e as práticas profissionais.