Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2014-01-21T17:49:13Z No. of bitstreams: 1 Dissertação de Mestrado - Patrícia Vaz.pdf: 1496855 bytes, checksum: d980ead81a5a6544782aaabc9cdda738 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2014-02-03T14:00:54Z (GMT) No. of bitstreams: 1 Dissertação de Mestrado - Patrícia Vaz.pdf: 1496855 bytes, checksum: d980ead81a5a6544782aaabc9cdda738 (MD5) / Made available in DSpace on 2014-02-03T14:00:54Z (GMT). No. of bitstreams: 1 Dissertação de Mestrado - Patrícia Vaz.pdf: 1496855 bytes, checksum: d980ead81a5a6544782aaabc9cdda738 (MD5) / A presente pesquisa investigou as diferenças da vivência acadêmica de estudantes cotistas e não cotistas. Subjacente a este objetivo, buscou-se comparar o poder preditivo dos componentes das variáveis integração social e integração acadêmica em relação à satisfação com a formação e intenção de evasão de estudantes cotistas e não cotistas, em cursos tradicionais e bacharelados interdisciplinares. O estudo parte da premissa de que os fatores anteriores ao ingresso, como background familiar e experiências escolares anteriores, que diferenciam estudantes cotistas dos estudantes não cotistas, impactam diretamente a forma que o aluno se integra ao ambiente acadêmico. Esta proposição encontra base no modelo teórico adotado – Modelo de Integração do Estudante – formulado por Vicent Tinto, que permanece como uma das teorias sobre evasão mais pesquisada e revisitada. Participaram do estudo 3844 estudantes matriculados na Universidade Federal da Bahia (UFBA), 1771 cotistas e 2173 não cotistas, sendo que 3137 pertencem aos cursos tradicionais e 807 pertencem aos bacharelados interdisciplinares. O instrumento utilizado para o alcance dos objetivos foi a Escala de Ajustamento ao Ensino Superior (EAJES). Para a análise dos dados foram realizadas estatísticas descritivas, análise de variância (ANOVA) e análises de regressão. Os resultados encontrados apontam para a existência de diferenças significativas na vivência acadêmica de estudantes cotistas e não cotistas. A predição da satisfação com a formação e da intenção de abandono dos estudantes pelos componentes da vivência acadêmica variou conforme a modalidade de cursos de graduação (cursos tradicionais ou bacharelados interdisciplinares). Por fim, a importância da identificação e levantamento dos preditores para os diferentes públicos da UFBA é discutida. / The present study investigated the differences of academic experience of students selected for affirmative action program quotas, and those not under quotas. Underlying this goal, we compared the predictive power of the variable components of social and academic integration in relation to formation satisfaction and intention of evasion of students selected for affirmative action program quotas, and those not under quotas, in traditional courses and “interdisciplinary bachelor”. The study assumes that the factors prior to entry, such as family background and previous school experiences that differentiate students selected for affirmative action program quotas, directly impact the way that the student integrates the academic environment. This proposition is based on the theoretical model - Model of Student Integration - formulated by Vincent Tinto, which remains one of the most researched theories of avoidance and revisited. Participants were 3844 students enrolled at the Universidade Federal da Bahia (UFBA), 1771 students selected for affirmative action program quotas and 2173 those not under quotas. 3137 students belong to the traditional courses and 807 belong to “interdisciplinary bachelor”. The instrument used to achieve the objectives was the Escala de Ajustamento ao Ensino Superior (EAJES ). For data analysis were performed descriptive statistics, analysis of variance ( ANOVA ) and regression analyzes . The results indicate the existence of significant differences in the academic experience of students selected for affirmative action program quotas, and those not under quotas. The prediction of the students’ formation satisfaction and intention to abandon by components academic experience varied according to the type of undergraduate (traditional courses or “interdisciplinary bachelor”). Finally, the importance of the identification and collection of predictors for different students is discussed.

Native American* postsecondary education students encounter several barriers to academic persistence including cultural assimilation issues, limited access to career information services, and an individual sense of duty and responsibility to remain tied to traditional spiritual values and beliefs systems, joined with family pressure to stay home. While the presence of Native American students in postsecondary education has increased, the number of students persisting through to graduation remains alarmingly low. Much of the research on Native American academic persistence has focused on acculturation and assimilation issues, leaving the influence of family largely unexplored. To help enrich this aspect of Native American academic persistence research, this study analyzed semi-structured qualitative interviews of 25 Native American postsecondary students. Themes resulting from the hermeneutic analysis of transcribed texts that describe the influence of family on persistence were (a) transportation challenges, (b) financial challenges, (c) experiences of familiarity while at college, (d) pressure to succeed academically, (e) pressure to navigate two worlds—school and family, and (f) academic endurance.

This study investigated the academic and athletic experiences of African-American males in a Division I football bowl subdivision football program. Critical race theory, identity development model, and social learning model were the theoretical frameworks used as the critical lenses in a qualitative design to examine the participants. The participants’ responses were analyzed and interpreted using thematic analysis. A qualitative research design, which included individual interviews with 10 second year African-American male football players, was used to address this research problem. The goal was to bring together both the psychological and sociological perspectives and to challenge participants to candidly describe their academic and athletic experiences and attitudes toward obtaining an undergraduate degree. Four themes were determined in the data analysis: differential treatment and determining oneself, time management, relationships, and career aspirations. In relation to the theoretical frameworks, the development of self-confidence and knowledge of balancing their academic and athletic schedules was critical for all participants. The sense of feeling different and challenged because of the differences in culture and experience was evident. From this study, university and collegiate athletics administrators may better understand the backgrounds, challenges, and learning needs of this population. As a result, higher education personnel may improve the services they provide these young men in hopes of educating and developing whole persons—physically, emotionally, intellectually, socially, and spiritually—to become well-rounded and functional in contemporary society.

This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs). / Doctor of Education / This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).

Chaque année, un grand nombre d’immigrants arrivent dans la grande région de Montréal. Parmi eux, nous trouvons des travailleurs qualifiés qui retournent souvent aux études supérieures pour s'insérer sur le marché du travail québécois. Cette catégorie d'immigration a des trajectoires d'études et professionnelles qui diffèrent de celles des Québécois. De nombreuses recherches ont été réalisées sur l'immigration, mais les études sur le parcours migratoire qui considèrent le contexte du pays d'origine et le contexte du pays d'arrivée comme un continuum sont plus rares. Cette étude exploratoire a pour objectif de saisir les cheminements d'études et professionnels de travailleuses qualifiées en contexte migratoire entre la Colombie et le Québec. Il s'agira d’identifier les moments clés qui ont jalonné et facilité ces cheminements. Nous avons mobilisé le paradigme du parcours de vie pour comprendre les trajectoires d'études et professionnelles des femmes colombiennes. Nous avons utilisé ce paradigme pour interpréter les données résultant de quatorze entretiens menés avec des immigrantes colombiennes qualifiées à Montréal. Nous avons ensuite analysé les résultats selon leur contenu thématique, pour conclure qu’il y avait chez les femmes interrogées, plusieurs éléments clés qui ont facilité leurs trajectoires d'études et professionnelles de la Colombie jusqu'au Québec. L’analyse du discours met en évidence le fait que le réseau familial en Colombie ont une portée sur ces trajectoires tout aussi significative que le rôle de l'État au Québec en l’absence du réseau social perdu lors de la migration. Le support du conjoint reste constant dans les deux contextes. Le caractère exploratoire de notre étude ne permet pas de généraliser ces résultats, mais il reste que ce mémoire invite à élargir le regard sur cet objet trop peu étudié en sociologie que sont les trajectoires d'études et professionnelles de travailleuses qualifiées issues de l'immigration, trajectoires appréhendées comme un continuum entre les deux sociétés. / Each year, a large number of immigrants arrive in the greater Montreal area. Among them, we find skilled workers who often return to higher education to enter the Quebec job market. This category of immigration have academic and professional experiences that differ from those of Quebec. Many studies have been carried out on immigration, but studies on the migratory journey that consider the context of the country of origin and the context of the country of arrival as a continuum are rarer. This exploratory study aims to understand the evolution of academic and professional experiences throughout the migratory trajectory in two contrasting contexts, Colombia on the one hand and Quebec on the other, and to identify the key moments that facilitated these experiences. We used the life course paradigm to better understand the academic and professional experiences of Colombian women. We used this paradigm to interpret the data from fourteen interviews conducted with Colombian immigrant women in Montreal in the category of skilled workers. We then analyzed the results according to their thematic content, to conclude that there were several key elements among the interviewed women that facilitated their academic and professional experiences from Colombia to Quebec. Discourse analysis highlights the fact that the social network in Colombia has a bearing on these trajectories that are just as significant as the role of the state in Quebec in the absence of the social network lost during migration. Spousal support remains constant in both contexts. The exploratory nature of our study does not allow us to generalize these results, but the fact remains that this thesis invites us to broaden our view of this subject that is too little studied in sociology, namely the study of the academic and professional experiences of Colombian women in the category of skilled workers throughout their migratory trajectory as a continuum between two societies.

Ce mémoire porte sur les perceptions de l’université et des diplômes (universitaires) chez les lycéens guinéens du privé et du public en classe de terminale. L’atteinte de cet objectif exigeait une exploration de l’expérience scolaire et extrascolaire des élèves. La démarche privilégiée est qualitative et a consisté en des entrevues semi-dirigées auprès de 23 jeunes de deux lycées de la capitale, différents de par leur statut (privé/public) et l’origine sociale de leurs élèves. Les résultats de la recherche montrent que l’expérience scolaire et extrascolaire varie considérablement selon le type de lycée fréquenté. Si le parcours scolaire au privé s’est déroulé sans grands heurts, il est nettement plus chaotique parmi les élèves du public. Les premiers bénéficient d’un cadre d’apprentissage -tant au niveau infrastructurel que professoral- et d’un soutien familial clairement plus propices aux études que les seconds. Hors de l’école, si le temps est consacré aux loisirs pour les lycéens privés, il est marqué par une forte implication dans les activités économiques de survie pour les lycéens et lycéennes du public qui doivent tous se « battre » pour rester aux études. Les données révèlent en outre que la poursuite des études au-delà de la classe de terminale est perçue par les deux groupes de lycéens comme une suite logique de leur parcours scolaire. L’université attire et exerce une forme de « fascination » notamment pour le «bout de papier » qu’elle octroie. Le diplôme universitaire demeure perçu comme une marque distinctive et un symbole de prestige et, surtout dans des milieux populaires, comme un gage d’employabilité. Enfin, pour les jeunes filles du lycée privé, la poursuite des études est présentée comme un moyen d’acquérir une certaine indépendance même si, comme leurs homologues du public, la poursuite des études doit « coexister » avec le projet matrimonial. / This paper aims to analyze the perception of university education and university degree among senior high school students from public and private schools in Guinea. Using a qualitative analysis, the research explores the participants’ academic and nonacademic experience. Semi-directed interviews were conducted among 23 pupils from two high schools in the capital Conakry. The targeted schools differ by their statutes (private/public) and the social origin of their students. As illustrated by the analysis, the academic and nonacademic experiences vary notably depending on the type of high school attended. School trajectories of students from public institutions are more chaotic than those of students in public institutions. The first benefit from a better learning environment—equipment and teachers—and a more favorable familial context than the latter. Outside school, while students in private schools devote their spare time to leisure activities, their public counterparts spend most of their time involved in petty money-earning activities, ‘‘fighting’’ to pay their school fees. In addition, the data show that both private and public schools’ students perceive the pursuit of their studies beyond senior high school as a logical continuation of their academic journey. The university attracts and ‘‘fascinates’’ students, notably for the «piece of paper» it grants. The university degree remains a distinctive mark, a symbol of prestige and, especially among public schools’ pupils, a guarantee of employability. Finally, for girls in private schools, higher education is perceived as a way for future independence, even if they do not disconnect their schooling future from their marital plans.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-30T11:40:30Z No. of bitstreams: 1 Laudecir da Silva.pdf: 720405 bytes, checksum: ddb81c0cf89848de07a9cefc3bae30ba (MD5) / Made available in DSpace on 2016-11-30T11:40:30Z (GMT). No. of bitstreams: 1 Laudecir da Silva.pdf: 720405 bytes, checksum: ddb81c0cf89848de07a9cefc3bae30ba (MD5) Previous issue date: 2016-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work consists of a survey on the black students' experiences that enter by the quota system at the Universidade do Estado do Rio de Janeiro - UERJ, from the Oral History methodological resource. Some theoretical references are used in the warp of the dissertation as reflections that allow dialogue with the research proposal, the interviewed students’ narratives. Aspects of their life experiences from the basic training until the time they are higher level students in this public university. They are considered as important elements in this research because they provide it. Memories of the life experiences of these students, both inside and outside the university, people who have contributed so they could overcome the challenges, obstacles for being black, poor, while they are where they are, are explained in the narrative and the material and symbolic importance perceived by these students in relation to the academic experience at UERJ / Este trabalho consiste em uma pesquisa acerca das experiências dos estudantes negros cotistas da Universidade do Estado do Rio de Janeiro – UERJ, a partir do recurso metodológico História Oral. Algumas referências teóricas são utilizadas na urdidura da dissertação à medida que suas reflexões permitem dialogar com a proposta da pesquisa, as narrativas dos estudantes entrevistados. Aspectos das experiências de vidas dos mesmos desde a sua formação básica até o momento em que se encontram como estudantes de nível superior nesta universidade pública são considerados como elementos importantes nesta pesquisa, pois os constituem. Memórias das experiências de vida destes estudantes, dentro e fora da universidade, pessoas que tenham contribuído para que conseguissem superar os desafios, obstáculos por serem negros, pobres, ao passo de estarem onde estão, são explicitadas nas narrativas, bem como, a importância material e simbólica percebida por esses estudantes em relação à experiência acadêmica na UERJ

Ce mémoire porte sur les perceptions de l’université et des diplômes (universitaires) chez les lycéens guinéens du privé et du public en classe de terminale. L’atteinte de cet objectif exigeait une exploration de l’expérience scolaire et extrascolaire des élèves. La démarche privilégiée est qualitative et a consisté en des entrevues semi-dirigées auprès de 23 jeunes de deux lycées de la capitale, différents de par leur statut (privé/public) et l’origine sociale de leurs élèves. Les résultats de la recherche montrent que l’expérience scolaire et extrascolaire varie considérablement selon le type de lycée fréquenté. Si le parcours scolaire au privé s’est déroulé sans grands heurts, il est nettement plus chaotique parmi les élèves du public. Les premiers bénéficient d’un cadre d’apprentissage -tant au niveau infrastructurel que professoral- et d’un soutien familial clairement plus propices aux études que les seconds. Hors de l’école, si le temps est consacré aux loisirs pour les lycéens privés, il est marqué par une forte implication dans les activités économiques de survie pour les lycéens et lycéennes du public qui doivent tous se « battre » pour rester aux études. Les données révèlent en outre que la poursuite des études au-delà de la classe de terminale est perçue par les deux groupes de lycéens comme une suite logique de leur parcours scolaire. L’université attire et exerce une forme de « fascination » notamment pour le «bout de papier » qu’elle octroie. Le diplôme universitaire demeure perçu comme une marque distinctive et un symbole de prestige et, surtout dans des milieux populaires, comme un gage d’employabilité. Enfin, pour les jeunes filles du lycée privé, la poursuite des études est présentée comme un moyen d’acquérir une certaine indépendance même si, comme leurs homologues du public, la poursuite des études doit « coexister » avec le projet matrimonial. / This paper aims to analyze the perception of university education and university degree among senior high school students from public and private schools in Guinea. Using a qualitative analysis, the research explores the participants’ academic and nonacademic experience. Semi-directed interviews were conducted among 23 pupils from two high schools in the capital Conakry. The targeted schools differ by their statutes (private/public) and the social origin of their students. As illustrated by the analysis, the academic and nonacademic experiences vary notably depending on the type of high school attended. School trajectories of students from public institutions are more chaotic than those of students in public institutions. The first benefit from a better learning environment—equipment and teachers—and a more favorable familial context than the latter. Outside school, while students in private schools devote their spare time to leisure activities, their public counterparts spend most of their time involved in petty money-earning activities, ‘‘fighting’’ to pay their school fees. In addition, the data show that both private and public schools’ students perceive the pursuit of their studies beyond senior high school as a logical continuation of their academic journey. The university attracts and ‘‘fascinates’’ students, notably for the «piece of paper» it grants. The university degree remains a distinctive mark, a symbol of prestige and, especially among public schools’ pupils, a guarantee of employability. Finally, for girls in private schools, higher education is perceived as a way for future independence, even if they do not disconnect their schooling future from their marital plans.

This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol was reviewed and verified by a panel of experts. The data collection took place in the fall of 2014; the researcher utilized an open-ended interview protocol with purposeful sampling of nine international students. The interviews were recorded, transcribed, and coded. The participants checked the transcripts for accuracy of the recorded data. An analysis of the data revealed common themes of the international students’ educational experience in American institutions of higher education. The interviews of the participants allowed the researcher to better understand the international student’s lived experiences. The qualitative research created an awareness of the social and academic experiences of international students at an American college. The researcher concluded that the types of experiences are varied among the participants from the three different world regions, yet there was a high consistency of the themes: learning and studying, perception of faculty, expedited learning, online learning, language and communication issues, and a lack of social interaction with native students. There are ramifications for educators for strategic instructional practice and school leadership to seek and enhance student engagement and intercultural competencies. It will become necessary to increase cultural competencies through diversity initiatives both within the curriculum and throughout institutions by better understanding students’ perceptions and including those from various backgrounds, cultures, genders, and religions. To conclude, recommendations for future research are provided.