This study examined the nature of social interactions taking place between students working with computers in three inner-city school classrooms. Its main objective is to present a descriptive analysis of the impact of computers on the social relations between students in a bilingual/multicultural setting. The social interactions between students in the classroom are assumed to be an important dimension of their learning experience, especially for students from subordinate cultures. It is further assumed that student-student interactions take place within the context established by the teacher and the school, and within the general context of the society. The micro context (student-student interactions) can not be analyzed in isolation from the macro context (the society). Student interactions were defined as a verbal or non-verbal transaction between two students. These interactions were analyzed by using three major categories of interaction: (1) type of interaction, (2) form of interaction, and (3) mode or expressive style. Classroom sessions were videotaped for a period of 4 weeks near the end of the school year. In addition, fieldnotes were taken to complement the videotaped material. A crosstabulation analysis was conducted to examine the relationship between the categories of interaction and the demographic characteristics of the students initiating or receiving those interactions. Data on the students' demographic characteristics, such as ethnicity, socioeconomic status, sex, and ability level, were gathered through the use of a questionnaire. It was found that all of the determinants of access to the computers and learning tended to favor Anglo students and did not facilitate the success of Hispanic and other minority students. On the other hand, Anglos usually assumed the dominant role in the interactions with Hispanic students. In general, the social interactions between students was determined by a combination of factors, including socioeconomic status, ethnicity, ability level, and sex. These factors played an important role in determining the type, form and mode of social interaction between students, but they should not be seen in isolation from each other. The powerless status of Hispanics in the school and the city, and the generalized presence of Anglos in positions of authority are additional factors that contribute to explain this phenomenon.

Do graduate students from non-Western backgrounds have difficulties with analytical writing, or does the Western university have difficulty interpreting their ways of understanding the world? Both, according to the findings of this exploratory study at the Center for International Education at the University of Massachusetts. Based on interviews with seven professors who work extensively with international students and on interviews and writing samples of sixteen graduate students from Asia, Africa, and Latin America, as well as on the author's observations as a teacher-researcher, this ethnographic study looks at what happens to mid-career professionals, some of them published writers in their own countries, when they try to modify their writing and thinking styles to produce "analytical" papers in the Western context. From the interviews and writing samples the author identifies ten issues that affect these students' writing. Educational and societal influences--the students' previous education, their knowledge of American language and culture, the communicative style taught by their own societies and their gender and status in their home countries--all may have been internalized since childhood, making them difficult for students to change in order to meet the demands of the American university. Writing and thinking strategies, on the other hand--their idea of how to discover the nature of truth, their treatment of authorities, their voice, and their sense of audience--are easier for students to work on. But as students change these writing and thinking strategies, they may find they need to abandon the ways their culture taught them to communicate. These changes often cause resistance, either to writing itself, or to feedback from professors, or to the university's assumption of the superiority of the Western world view. Just as resistance inhibits students from changing their writing style, students' writing "ability," or their need to express themselves and their willingness to work over and over a draft, tends to facilitate some students' struggles with "analysis." Students and researcher conclude that while international students need more support in understanding Western writing styles and world view, American professors also need to appreciate other styles of writing, thinking and communicating.

This study presents information from in-depth interviews with seven African-American female administrators of public schools in New England. Their experiences and socially constructed meanings for their lives and work provide both personal and organizational insights into creative and sustaining leadership roles for minority women. Participants were interviewed in homes and offices. They are well-educated, have traveled, live in middle class sections of the cities or towns, and engaged in social, educational, charitable, and spiritual activities in their communities. Interviews took place from November 1986 through February 1987, spaced three days apart for each participant. The audio tapes were listened to, transcribed, and examined. Interviews concentrated on historical experiences, factors which influenced the participants to enter the field of education, and the meaning of work. These interviews gave voice to an often ignored segment of school leadership, especially in New England. Several common themes and patterns emerged in this study: (1) historical; (2) oppression, discrimination, and racism; (3) determination and stamina; and (4) pride and self-esteem. The participants spoke of obstacles and biases, as well as their own pride and self respect. They described the importance of strong family support and high expectations from family, teachers, and friends. They cited positive role models and early educational experiences that encouraged and inspired them. Despite the oppression, discrimination, racism, and sexism they encountered, these women maintained determination and positive self-esteem. They also acknowledged the importance of mentors, networks, and collegial support systems in sustaining them throughout their careers as administrators in public education. The study concluded with recommendations (1) for African-American women employed in public school administration in New England, (2) for researchers, and (3) for schools of education and inservice programs of public school systems.

As a consequence of the racial dilemma that exists in this society, Black students on White campuses experience education in ways that are different from that of their White cohorts. Black students tend to experience more social and academic alienation, more financial and personal problems, and feel less satisfaction with their educational experience. Much of the research on the experiences of Black students in higher education tends to use quantitative methodologies which do provide insights into the experiences of these students. However, these methodologies do not allow the students to speak for themselves about their experiences. Giving students the opportunity to explain their own realities is one way to deepen our understanding of that experience. This process calls for a qualitative approach, one which may expand our understanding of the experiences of these students. The qualitative approach used in this study includes a thematic analysis of interview data taken from Black students on a predominantly White college campus. The data from this study supported earlier research and confirmed that Black students experience alienation and isolation at this predominantly White college campus. Alienation and isolation was experienced in the classroom and in their living arrangements on campus. The students stated that one of the major learning experiences at the college was learning how to respond to racism and to manage their social relationships with White students and professors in a beneficial way. While students felt that the experience was difficult, they also found it beneficial in that they saw it as preparation for the world outside of college.

This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives, and preservice teachers own personal experiences with bilingualism and experiences with diversity, and/or place of origin? The study follows a sequential explanatory research design which included a pre and post survey at the beginning and end of the semester, and interviews with participants in between the two surveys. The participants included 24 preservice teachers enrolled in an online and F2F section of an ESOL course. Findings from the research encompassed discovering an overall positive shift in preservice teachers’ perspectives towards DLE and English learner (EL) students, a difference between the F2F and online groups’ survey responses, and relationships between preservice teachers’ attitudes and perspectives towards DLE and their past experiences and place of origin. Participants showed positive increases in perspective from the total mean scores increasing from the pre to post survey, and in interviews. Participants in the F2F group showed higher increases from the pre to post survey than the online group, however neither group yielded statistically significant findings. Interviews provided a wealth of detailed examples of how these groups of preservice teachers reflected throughout the ESOL course and developed more positive attitudes towards ELs and DLE, and optimistic mindsets towards working with ELs and/or in a DLE setting in the future. Overall, this research seeks to underscore that the more knowledge, awareness, and empathy that preservice teachers are able to gain from courses that prepare them to work with linguistically diverse populations of students, the better equipped they will be to guide future generations of EL learners into educational success and beyond.

Morphological awareness (MA) is the knowledge of word structure and capacity to manipulate the meaningful parts of words (Kuo & Anderson, 2006). This study examined derivational MA in the English reading processes of 85 linguistically diverse middle school students in grades six through eight. 56 participants had a native/home language (L1) of Spanish, Portuguese, Chinese, Haitian Creole, or Cape Verdean Creole (CVC) and were acquiring English as a second language (L2). 29 participants were L1 English speakers, which facilitated comparisons between L1 and L2 English readers in how three predictors—MA, word reading, and vocabulary knowledge—related to English reading comprehension. Tests were administered in English to assess word reading, reading comprehension, MA, reading vocabulary, and silent word reading fluency for all 85 participants. The study a.) Explored the unique contribution of English MA to English reading comprehension; b.) Examined this relationship in light of English word reading and English vocabulary knowledge; c.) Compared linear regression models to examine which factor (or combination of these factors) explained the most variation in English reading comprehension; d.) Looked at differences in the relationships between the reading variables for L2 English readers, based on L1 background; and e.) Explored L1 background as a possible moderator between MA and L2 English reading comprehension; and e.) Observed potential differences in these relationships between L1 and L2 English readers. All four measures correlated with L2 English reading comprehension for the combined group of L2 English readers, yet MA showed the strongest association. MA was also found to predict L2 English reading comprehension—as did word reading and vocabulary knowledge—when controlling for grade/ time of testing, district, and socio-economic status (SES). Using the same control variables, the bivariate model of MA and English word reading was equal in strength to the model combining MA, word reading, and vocabulary knowledge to predict L2 reading comprehension. Vocabulary knowledge did not add significant predictive value. Differences by L1 background were seen in correlations and in various regression models predicting L2 English reading comprehension. Controlling for grade/time of testing, district, and SES, MA alone created the best model to explain variance in L2 reading comprehension for Chinese speakers. For Portuguese speakers—using the same controls—the combination of MA, word reading, and vocabulary created the best predictive model for L2 English reading comprehension. The bivariate model of vocabulary and MA and the combined model with all three variables equally predicted English reading comprehension for Spanish speakers. No models effectively predicted English reading comprehension for Haitian Creole speakers. The model combining all three predictors explained the most variance in L2 reading comprehension. Additionally, L1 did not moderate the relationship of MA to L2 English reading comprehension. For L1 speakers of English, MA uniquely predicted English reading comprehension—as did word reading, and vocabulary—when controlling for grade/time of testing, district, and SES. However, the best predictor of L1 English reading comprehension was the combined contribution of MA, word reading, and vocabulary knowledge. L1 and L2 English readers differed in the correlations between variables and in how well the various regression models explained variance in English reading comprehension. The controls of grade/time of testing and SES were significant as predictors in models of L1 English reading comprehension. Z- tests did not reveal significant differences when comparing the correlation coefficients of independent variables in the regression models. Implications for instruction and future research are presented.

The purpose of this dissertation was to investigate whether perceived autonomy and intimacy in family of origin experiences contributed to the retention of an individual's ethnic identity. The hypothesis under investigation focused on the predictive relationship of these variables with a sample of 195 Roman Catholic parishioners representing the following ethnic groups: Irish, Italian, Puerto Rican, Polish and French. The sample included 43 Irish Americans, 35 Italian Americans, 36 Puerto Rican Americans, 41 Polish Americans and 40 French Americans. The subjects completed a mailed questionnaire packet concerning family of origin and ethnic identity characteristics and experiences. The findings indicated that autonomy and intimacy were significant in predicting the retention of an individual's ethnic identity in varying degrees and within specific populations. Positive intimacy and negative autonomy were found to be significant in predicting the retention of ethnic identity for the entire sample group. Autonomy and intimacy were found to be significant in predicting the retention of ethnic identity for the Polish sample group. Positive intimacy and positive autonomy were found to be significant in predicting the retention of ethnic identity for the men in the sample. In conclusion, the findings suggest that perceived autonomy and intimacy in family of origin experiences contribute to the retention of an individual's ethnic identity in varying degrees and in different populations. Implications for future research are also discussed.

Problem. Most of the diagnostic tools available for the assessment of language and cognition in early childhood education have been designed for fluent English-speakers. Few instruments include items appropriate to the needs of Spanish-speaking children with limited English Proficiency (LEP). Available Spanish language test are translations of English tools and have not been standardized among the Hispanic population. Classroom teachers and education specialists need an appropriately validated Spanish test for educational planning and programing of LEP Spanish-speaking children. Purpose. The purpose of this study was three dimensional: (1) to develop a functional adaptation of a criterion-referenced diagnostic test for the assessment of language and cognitive skills of preschool LEP Spanish-speaking children for educational planning, (2) to establish validity and reliability of the adapted Spanish criterion-referenced test and two norm-referenced tests to be used by educational diagnosticians for the assessment of language and learning abilities of young LEP Spanish-speaking pupils. Procedures. The test Evaluacion de Languaje y Habilidades Cognoscitivas en Edad Pre-Escolar (ELCEP) was developed as the Spanish adaptation of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry (PLACE), by John Logfren (1978). The first draft of ELCEP was field tested and revised in preparation for validation of six Spanish-English bilingual professionals from different fields of education. A sample of 35 LEP Spanish-speaking children was used to establish the reliability of the ELCEP. A sample of 100 LEP Spanish-speaking children was used to establish concurrent validity of the ELCEP, and the two norm-referenced test, Prueba Illinois de Habilidades Psicolinguisticas (PIHP) and Bateria Woodcock de Proficiencia del Idioma or Woodcock Language Proficiency Battery Spanish (WLPB-Span.) Findings. The level of significance for rejecting the null hypotheses was set at .05. No significant differences were found between male and female scores, or between age group scores from the reliability sample of the ELCEP. Significant correlations and traits of communality were found from comparison of 15 variables from the ELCEP, PHIP, and WLPB-Span, through factor analysis. Recommendation. Additional extension of the ELCEP for ensuring quality of test constructs to permit criterion-referenced and norm-referenced application of the test. Further studies to ensure appropriate development of equivalent English and Spanish forms of the ELCEP, and local norms for the PHIP AND WLPB-Span.

The purpose of this study was to determine (1) the relationship of placement in Spanish/English bilingual classrooms to the achievement of native-English speakers; (2) the relationship of sex to the achievement of these students; (3) the characteristics of the program in which these students are enrolled; (4) the extent to which native-English speakers are taught Spanish; (5) the extent to which native-English speakers enhance the learning opportunities for LEP students; (6) and the perception of teachers and administrators towards these students. The sample consisted of 182 students from nine schools, half of whom were in the control group and half in the experimental group. The sample also consisted of 40 teachers and 10 principals from 12 schools. The findings of this study indicated that there is no significant difference in achievement between native-English speakers who enroll in bilingual classrooms and those who do not. It was also found that gender was not a factor in achievement. However, it was found that there were significant differences between school sites in both reading and mathematics achievement. The findings indicate that most classrooms have bilingual paraprofessionals, that most teachers group for instruction, and that most report using simultaneous translation. Few teachers report doing much SSL or Spanish content area instruction. The findings suggest that bilingual classroom assignment is not detrimental to the academic achievement of native-English speakers and can even be an enriching experience if the students receive second language and cross-cultural instruction. They also suggest that there is a need for more staff development for administrators and teachers on bilingual education. In summary, the results of this study may provide information which can lead to policy and design changes in relation to bilingual programs.

International students from East Asian countries often experience difficulties adjusting to life on American college campuses. It is hypothesized that the difference between the individualistic orientation of American culture and the collectivistic orientation of the students' home cultures is partly responsible for these adjustment difficulties. In order to understand how individualism-collectivism orientations affect college adjustment, this study addressed the following questions: (1) Is there a relationship between the individualism-collectivism orientation of East Asian international students and the level of their college adjustment? (2) Are there differences among East Asian international students in individualism-collectivism orientation based on various demographic characteristics? (3) Are there differences between the international students from East Asian countries and the international students from Western European countries in terms of individualism-collectivism orientation? A survey of 259 East Asian students and 54 Western European students was conducted. Survey instruments included the Individualism-Collectivism (INDCOL) Scale, the Student Adaptation to College Questionnaire (SACQ), and the Questionnaire for Demographic Data. Survey questionnaires were sent to East Asian and Western European international students at California State University, Sacramento; University of California, Davis; California State University, Stanislaus; and University of the Pacific. In order to gain a more complete understanding of students' responses, interviews were conducted with eleven Japanese students in their native language. The results showed that Western European students were actually more collectivistic than East Asian students. Among East Asian students, there were significant differences in the level of collectivism of students from different countries. East Asian international students from Japan and Hong Kong were the least collectivistic, and international students from People's Republic of China were the most collectivistic. Surprisingly, both East Asian and Western European students who were more collectivistic tended to show better college adjustment. A possible explanation may be that East Asian students who were more individualistic on the INDCOL Scale were "overshooting," i.e., trying to act like their American peers. This adaptation style seemed to create psychological problems for these international students. Recommendations for counselors and international student advisors who have contacted with East Asian students are suggested.