The purposes of this exploratory study were to determine whether behavior modification procedures interrelated with group meeting experiences could be used effectively with boys on probation in their natural social environment to influence the frequency of: (1) school attendance, (2) promptness to classes, ( 3) disciplinary referrals , ( 4) violations of probation, and (5) attendance at group meetings. A final purpose. of the study was the development of a group meeting system using school counselors as cooperative treatment personnel with probation officers to increase rehabilitation contacts with delinquent youth. The study was based upon the assumptions of behavioral psychology. Thus, focus was on the observable interactions of human beings and environmental events, the experimental field study as an objective measure of this functional relationship, and the management of reinforcement contingencies to increase desired behaviors. An intrasubject replication design was used with the experimental group. In the first phase of the study, lasting eight weeks, baseline data on the four behaviors, school attendance, promptness to classes, disciplinary referrals and violations of probation were collected. During the second phase, a six-week reinforcement procedures, the experimental subjects were offered the opportunity to attend group meetings conducted by the probation officer and school counselor. The subjects could earn points for attending group meetings and for their performance relative to the four behaviors. These points could be exchanged later for days off probation at a prescribed ratio. At the end of the six-week phase, all reinforcement procedures were terminated temporarily; the weekly meetings continued, however, using conventional group counseling methods. This four-week non-reinforcement condition served as a second baseline phase alter which the positive reinforcement system was re-instituted for another six weeks. In addition to the experimental group, a control group of subjects was offered the opportunity to meet with a probation officer and school counselor using conventional group counseling methods. Data on the four behaviors and attendance at group meetings were recorded for both groups over the twenty-four weeks of the study. Two types of analysis were reported for the data. First a detailed presentation of the findings was made with both groups analyzed for intrasubject and intersubject effects. A two-factor "mixed" design was used in the analysis. Second, the various components of the cooperative group meeting system were descriptively analyzed. Also, individual subject profiles and profile assessments were included as a function of the intrasubject replication methodology. Several conclusions were reached as a result of this study. First, school attendance, classroom promptness and discipline referrals were not significantly altered through the use of behavior mortification techniques. Second, probation violations were significantly reduced through the use of behavior modification techniques. Finally, group meeting attendance was significantly higher during the reinforcement phase than during the non-reinforcement phase and also higher than for the group using conventional group counseling. The group meeting system offers an approach in which public schools and correctional agencies could cooperate in the rehabilitation of delinquent youth.

The Problem. The women's movement calls for social change and new options for women in society among these options are career options which women never had before. High school counselors make career suggestions for both male and female counselees. This study attempted to examine if these counselors who agreed with the aims of the women's movement would offer more non-traditional career options for both male and female twelfth grade counselees. Procedures. CPGA's list of names of 839 School Counselors was used to survey the attitude toward the feminist aims. Dempewolff's Feminist Scale--Form A (1972) was used to measure counselor's attitude toward the aims. To obtain the career options offered by counselors, Counselor's Estimate Questionnaire was devised by the researcher. Questionnaires were mailed to all 839 since there was no way to only choose twelfth grade counselors. Data were analyzed using analyses of variance and chi-square. Only counselors who had twelfth grade students were used in this study. Students cumulative grade point average, ethnicity, and career interests were also examined. Findings. Analysis of the data indicated that women counselors tended to support the feminist aims more than male counselors. Support or opposition for the aims did not however influence counselors tendency to offer more non-traditional career options to their counselees. Female counselees more than male counselees expressed a non-traditional career interest. The higher the G.P.A. for both male and female students more non-traditional career interests were expressed. Conclusions. The study supports the hypothesis that women more than men support the aims of the feminist movement. The study did not show that support for the aims of the feminist movement also increased the tendency to offer more non-traditional career options. Twelfth grade female students did show more of a tendency toward a non-traditional career interest. NOTE: The copy held by University of the Pacific library was missing page 111 in the document.

Purpose. The purpose of this study was to identify the academic and non-academic problems of adjustment to the American culture and educational system as perceived by Latin American students attending selected California universities. A second purpose was to identify and compare the differences in problems perceived in undergraduate male and female Latin American students from their respective viewpoints. A third purpose was to identify the expected readjustment problems when the students return to their countries. The fourth purpose was to determine the nature and the helpfulness of the orientation program needed before the students came to the U.S., and after their arrival. Procedure. The survey questionnaire method was used to obtain the relevant data from the Latin American students. The sample population of this study consisted of 240 undergraduate students who met the criteria set for the inclusion of the students to be studied. The responses to the questionnaire statement by number of students who actually responded, were analyzed by using percentages and one way analysis of variance at the .05 level of significance. Conclusions. The findings of this study indicated that: (1) The major academic problems encountered by Latin American students were found to be in the basic communication areas and of writing, reading, and oral skills. In addition, students found it difficult to participate in classroom discussion because of their lack of confidence in their general use of the English language. Students did not receive adequate assistance in academic program planning in courses that were compatible with the needs and goals of their native countries. (2) Major non-academic problems related to the unavailability of sufficient financial aid, insufficient international news relating to the political status of their country, adjusting to social interaction, food, time orientation, household chores. (3) There were minor significant differences between males and females in their perception of academic and non-academic problems. (4) No significant differences existed between males and females in their opinions of the problems they will encounter upon returning home. The major area of concern of both males and females groups was primarily centered upon the fear that new innovations would not be accepted in their countries. (5) The findings indicated a high percentage of students who participated neither in an orientation program in the American universities nor in Latin American universities. Recommendations. (1) A complete program of orientation should include a predeparture orientation offered by their native country governments or sponsoring institutions. (2) The American universities should provide an extensive orientation program in both academic and non-academic areas. (3) It would be helpful if the foreign student be met by an American student sponsor who would help him/her find housing, facilitating their initial adjustment to the new environment. (4) Periodical meetings with the Foreign Students Advisor and academic Advisor would give an opportunity to Latin American students of communicating with others in seeking solutions to their problems. (5) Students should be proficient in communication skills before starting their academic program. (6) The academic curriculum in American universities should include practical training and field work experiences in the areas of study undertaken by Latin American students.

With the demographics of the United States changing at a rapid rate, a greater percentage of the population identifies as first-generation college students (National Center for Education Statistics, 2016). Much of the literature available around first generation college students focuses on deficits in this population, noting lower retention and graduate rates compared to their non-first generation peers. The literature notes not having exposure to pre-existing knowledge around the college experience, given they are the first in their families to pursue postsecondary education, is a strong contributor to these poor outcomes (Cataldi et al, 2018; Collier & Morgan, 2008; O’Shea, 2016; Stephens et al, 2012). Next steps, however, require university administrators to view this population from a lens of opportunity and strengths to focus on how institutions can empower this group (Macia, 2013). In spite of the challenges faced, first generation college students have persevered and are seeking additional opportunities for educational advancement, requiring administrators to rewrite the deficit narrative in the literature and focus on how to empower first generation college students to persist and ultimately graduate. With more first generation college students seeking postsecondary education than ever before, universities need to adapt to the changing needs of the students enrolling in their programs and seek ways to build social capital in these students, which has been proven to promote self-efficacy, goal setting, and academic success, and ultimately higher retention rates (Fosnacht et al., 2017; Lotkowski et al., 2004; Tinto, 2007; Vander Schee, 2007; Young-Jones at al., 2013). Given the literature points to a strong connection between students building relationships with academic advisors and higher rates of retention and graduation, universities should focus on the professional development opportunities provided to advisors (Bettinger & Baker, 2014; Fosnacht et al, 2017; Mau & Fosnacht, 2019; Molina & Abelman, 2000; Swecker et al, 2013). This research focuses on a survey of 108 academic advisors across the mid-Atlantic region, including two-year and four-year institutions, both public and private as well those only granting bachelor degrees all the way up to those doctoral granting institutions. The 35 question survey was broken into three parts. Part one focused on utilizing the Mentoring Competency Survey, developed by the University of Wisconsin-Madison, to understand the development of key competencies related to mentorship, including maintain effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, and promoting professional development (Fleming et al., 2013; University of Wisconsin-Madison, 2018). Part two focused on demographic questions taken from the 2011 NACADA National Survey These questions focused specifically on the advisor’s size of the home institution, understanding the advisor’s role (department-level, school-level or university-level), highest degree attained, and types of professional development available to the advisor (National Academic Advising Association Clearinghouse, 2017). The third section asked for general confidence ratings in working with first generation college students versus non-first generation college students and years of service. The survey results noted a general lack of professional development being provided to this population related to the needs of first-generation college students. Most reported minimal to no professional development opportunities in this area and those that did report noted limitation to the events, such as being one day workshops. Of those that reported more professional development opportunities around first generation college student, significant positive correlations for higher levels of confidence in working with this group were associated with having regularly scheduled meetings and out of office staff retreats that focused on first generation college student issues. Respondents also noted that having a series of workshops about general topics also boosted their confidence in working with first generation college students, which highlights the importance of complementing a professional development portfolio with information based on key content related to specific groups as well as generalized professional development that speaks best practices in the profession. Data from this survey promotes key ideas for future next steps, such as hiring and retention practices for academic advisors, setting professional development standards, utilizing competencies for professional growth and career advancement, and creating buy-in with students. Example and implementation ideas are also included for next-step planning. / Educational Administration

Hmong Americans' postsecondary completion rates remain low when compared to other Asian ethnic groups. As the Hmong population continues to grow, so does the need for intervention to increase the total number of postsecondary graduates. Many Hmong Americans are first-generation college students and continue to face challenges and barriers that prevent them from being successful in higher education. “Forty-seven and a half percent of Hmong adults (25 years or older) reported having attended college, but not earning a degree” (National Commission on Asian American and Pacific Islander Research in Education, 2011). Without a college degree, Hmong Americans face limited resources and opportunities to advance in their careers, resulting in limited earning potential (Research Summary, n.d.). Without a college degree, career options are limited, and may result in low-wage jobs that perpetuate the poverty level of SEAAs. (“Overview of the Educational Challenges of SEAA - 2013,” n.d.) Asian Americans continue to be successful in degree completion rates, masking the struggles of sub-ethnic groups that immigrated to America in the late 1970s to early 1980s as they assimilate into America. To address the issue of low completion rates of Hmong Americans, targeted services will aid and support them through their academic journey. Many Hmong Americans begin their journey in higher education at a community college. Community colleges have been providing education and skills training helping to fill the needs of high-demand industries. Community colleges have transformed millions of American lives paving the way to the middle class through middle-class careers (Holliefield-Hoyle & Hammons, 2015, pg. 29). Attrition rates of Hmong Americans remain a primary concern in postsecondary institutions. Primary causes of attrition include inadequate financial support, unsolidified academic decisions, and life interruptions (Bowers et al., 2019, pg. 2). As colleges strive to provide resources to alleviate some of these barriers, many students do not utilize these services (Bowers et al., 2019, pg.2). The purpose of this study was to identify success strategies of Hmong Americans that completed their undergraduate degrees and beyond to provide information to current and future Hmong Americans as they pursue their degree. These strategies helped the participants as they discover new things while learning to balance school, work, children, and cultural obligations. Through a basic general qualitative study, the research identified the following themes: 1) First-Generation College Students; 2) Counseling; 3); Connection with Professors 4) Connection with colleagues; 5) Library; 6) Tutoring; 7) Personal growth. Much research is needed to continue the research into other successful measures Hmong Americans have used to complete their undergraduate degrees and beyond. This research contributes toward the growing research into successful strategies used by Hmong Americans and other students in America as the information gathered from this research will aid all postsecondary students.

No description available.

No description available.

No description available.

No description available.

No description available.