In a country, which has recently acquired its democracy, education for all citizens is of primary concern. During this time when South Africa finds its self in a period of transition and of prioritising items on its agenda, education in general and in particular education of those who had a little or no education at all, is high on the priority list. Women in the past have been discriminated against and thus deprived of equal access to educational experiences and the accumulation of skills and qualifications – aspects that affected their daily lives. Therefore, many women have not had opportunities for personal development, choice of work and the capacity to influence political decisions. The aim of this study was to explore the experiences that women learners encountered within an ABET programme. Due to the limited research done on women's learning within ABET programmes in South Africa, women learners have been isolated and marginalised in all levels of education. Despite this, women, who head up a third of the world’s households, are not often identified as vital role players for the sustainability of communities especially in relation to issues concerning health, social welfare and economic activities. In order to obtain a greater understanding of the experiences of women learners within ABET programmes, this study was designed to elicit the views of women in an ABET programme. Qualitative methods of data collection and analysis were utilised in this process and I used the constant comparative method of data analysis to search for recurring themes and patterns The most prominent findings emerging from the study was that women felt advantaged as members of a community of learners. It was also evident that numerous factors restricted effective learning for women. In addition, academic progress and self-confidence that would serve as a foundation for future learning also emerged as an important finding. This study has shown that although ABET programmes such as the one in which this research took place, are vital and fulfil a very real need especially for women, there are a number of factors in the programmes themselves and within society in general which hampers optimal learning by women in the programme. / Mrs. N. F. Petersen

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0533. Adviser: Nancy Chism.

<p> Gifted programs in the United States under-represent African American (Black) children (Phi Delta Kappan, 1992). In 1993, African-American students were under-represented by 50% in gifted education, and 60% in 1998 (Grantham &amp; Ford, 2003). Further, some speculate that gifted education programs are the most segregated educational programs in the nation (Ford, 1995). This proves especially true for Black gifted girl in urban educational arenas, where gifted Black girls are rarely recognized. The purpose of this research was to examine the circumstances surrounding how urban black girls&mdash;identified as showing academic promise&mdash;come either to be overlooked as qualified for gifted education or seem not to take up a sense of themselves as gifted, that is they see themselves as not fitting among those who are in gifted education. Three scholarly arenas frame this study: Feminist thought and theory, with an emphasis on Black feminist thought, notions of "giftedness" and gifted education, and policies and processes for identification of gifted Black girls. Eight gifted Black girls were individually interviewed twice, three teachers were individually interviewed, and three parents were interviewed in a focus group session. Four interview guides were constructed to focus on students' perspectives of GS1 (pseudonym) and gifted education, parent strategies, and teachers' roles in the identification of these gifted Black girls. Qualitative analysis strategies (Spradley1980) were utilized for data analysis. The curriculum of the gifted programming at GS1 (pseudonym) ultimately contributed greatly not only to how girls saw themselves as gifted, but also how they understood stereotypes about young Black women. The feminist curriculum and the "feminist lens" provided in the gifted programming at GS1 provided outlets for girls' voices. Teachers interviewed not only understood the gifted Black girls' culture, but also strengthened their relationships with the girls and with their parents by presenting and enforcing clear expectations for the gifted programming. Parents interviewed not only understood their gifted daughters' uniqueness, but also the importance of their independence and security as young Black women.</p>

<p> Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt &amp; Turner, 2002; Outcalt &amp; Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high schoolers give more consideration to financial access and prestige, and less to the development or affirmation of racial identities (Braddock &amp; Hua, 2006; Fleming, 1984; Freeman &amp; Thomas, 2002; Tobolowsky, Outcalt, &amp; McDonough, 2005). The current scope of literature fails to recognize Black high school students' perspectives on electing to attend an HBCU (Dancy &amp; Brown, 2008; Davis, 2004; Dillon, 1999; Freeman, 1999). Critical Race Afrocentricity provides a lens to examine how HBCUs serve as a historical and contemporary marker for educational opportunity among Black college students in a time where the concept of race is seemingly not a determinant in college selectivity. This study examines the perspectives of 13 Black college-bound high school students in regards to attending an HBCU. Since there is a slight decline in Black enrollment at HBCUs, it is necessary to examine the contemporary role HBCUs will serve for future generations of Black students. Findings of the study indicate that Black teens recognize the intellectual, cultural, and social value in attending an HBCU; however, they feel that factors such as financial affordability and academic reputation are more pertinent factors in college selectivity. Furthermore, there is a need for future research to examine the participants' perspectives (as teens aspiring to attend college) to their collegiate experiences.</p>

<p> Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson &amp; Mason, 2008; Williams &amp; Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that membership had a positive impact on the college experiences of African American male college students at a PWI. The study also examined the perceptions of counselors and other college student personnel regarding their role in improving the academic and psychosocial outcomes of African American male college students. Participants indicated that their role is to provide academic and psychosocial support for these students; they offered strategies for PWIs to improve the persistence and success of these students. Implications for counseling, higher education, and Black Greek life are provided.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0417. Adviser: William Trent. Includes bibliographical references (leaves 120-124) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2880. Adviser: Arlette Willis. Includes bibliographical references (leaves 229-241) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Lehigh University, 2006. / Adviser: Tina Q. Richardson.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4264. Adviser: William T. Trent. Includes bibliographical references (leaves 111-121) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on Oct. 8, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1338.