Intimate partner violence affects a significant portion of college-aged individuals, but researchers know little about how the intersection of age, race, class, and gender influence intimate partner violence among community college students in the United States. In this quantitative correlational study, I examined the relationship between intimate partner violence and gender, race, age, class, marital status, and past abuse among community college students using the intersectionality theory. I used the Abusive Behavior Inventory and a demographic survey to collect data via a convenience sample of the target population of men (n = 220) and women (n = 330) attending a community college or recent graduates. Multiple linear regression analysis indicated although no demographic variables were related to the frequency of psychological violence, lower age and higher socioeconomic status were related to increased frequency of physical violence. Individuals aged 18-24 were more likely than other groups to experience physical violence (t = -2.73, p = .008), and individuals with higher income levels (larger than $50,000) were more likely than individuals in other socioeconomic statuses to experience physical violence (t = 1.99, p = .049). The implications for positive social change include generating data regarding the potential predictive demographic factors that influence intimate partner violence, which may help professional's complete interventions that address intimate partner violence among community college students. More targeted interventions could reduce the rate of intimate partner violence and the long-term effects of intimate partner violence, particularly among the unexpected populations affected by intimate partner violence, as I indicated.

Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves [384]-388.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Printout. Vita. Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2439. Adviser: Debra Bragg. Includes bibliographical references (leaves 215-226) Available on microfilm from ProQuest Information and Learning.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 5, 2007). PDF text: 156 p. UMI publication number: AAT 3218892. Includes bibliographical references. Also available in microfilm and microfiche format.

This research studied problems related to the teaching of technical writing on the college level. It also attempted to establish parameters for the development of a general technical writing course which could be added to core curriculum for all majors. In preparation for this thesis, information was gathered regarding current technical writing curriculum from a variety of experts in the field. The Wichita State University Department of English provided additional information. The emphasis of this research centered on current problems in pedagogical and workplace environments, and on suggestions for change within those areas. This research also considers the influence of technical writing on the general populace In the course of researching the field of technical writing pedagogy, weaknesses in preparation for the workplace were discovered. Weaknesses in the actual practice of technical writing, and its bearing on business and the general public became evident as well. Several theories for improving the formation of technical writers and those who may manage them in the future are discussed in an effort to enrich the classroom experience. This research has resulted in several conclusions. Of particular importance is the need to develop adequate communication between technically-minded employees, their employers, and their general audience. In order to improve the field of technical writing, college courses must place more emphasis on developing an enhanced method of conveying specialized information to an audience which may not possess a technical background. Those engaging in technical writing must also be able to recognize the changing nature of the field, and the forces which affect the sending and receiving of technical messages. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Steven Aragon. Includes bibliographical references (leaves 149-158) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Walter Feinberg. Includes bibliographical references (leaves 201-210) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Columbia University. / Vita. "Submitted in partial fulfillment of the requirements for the degree of doctor of philosophy in the faculty of philosophy, Columbia, University." Pages also numbered 297-360. Columbia university contributions to philosophy, psychology and education, v. 7, no. 4. Includes bibliographical references (p. 54-56).

<p> This monograph presents the perceptions of Writing Center assistance that three groups at community colleges have: composition students, Writing Center tutors, and English instructors. While the three groups have been highlighted often separately in many studies, this study adds to those that compare how the three groups respond to the same issues about writing and Writing Center assistance. The study examines three questions: (1) What are the writing challenges that English instructors, center tutors, and students served in Writing Centers identify and expect the Writing Center to assist students with? (2) How do Writing Center models (mandatory or voluntary) provide or deliver the assistance that is needed? (3) What are the perceptions of the three groups of the efficacy of Writing Center assistance? </p><p> Four community colleges in southern California participated in the study and the three groups included individuals from developmental, college-transfer, and advanced levels. Matching surveys with the same question sequence were used to gather the responses of the three groups, and comparisons of their responses in the form of frequency counts, means, and standard deviation were made. Results reveal: (1) The three groups have differing priorities of what is important in writing. (2) The three groups have differing perceptions of what Writing Center assistance is focused upon. (3) The three groups have a few overlapping recommendations about improvements that Writing Centers might implement. </p><p> The majority of the differing priorities in writing involve the writing process and mechanical/proofreading issues vs. analytical approaches. While tutors and instructors agree on a few writing features, students exhibit wide discrepancy in their priorities. The differences in perceptions of Writing Center assistance also reveal wide discrepancies in what students express that they need help with, what they actually take to the Writing Center, and what they believe they received help with. Instructors and tutors also have differing perceptions of what the Writing Center assists students with, or should assist students with. Survey results also suggest a slight preference for Writing Center assistance being mandatory (requiring attendance) as opposed to being voluntary (not requiring attendance), and the participants recommend that Writing Centers have more tutors, expanded hours, and an interesting suggestion of &ldquo;other&rdquo; for flexibility in how Writing Centers can assist students. The implications for that recommendation for flexibility indicate that additional studies of Writing Centers can yield valuable insights for the ongoing development of Writing Centers.</p>

<p> Administrators of 2-year colleges are working in an environment where they seek to balance the social development of the student and the community&rsquo;s demand for a trained workforce to achieve economic development. This balance has resulted in ambiguity about the mission and purpose of 2-year colleges. The purpose of this case study was to explore a community college&rsquo;s experiences with mission change by exploring the interaction between a neoliberal public policy environment and the traditional social democratic mission of academia. Harvey&rsquo;s conceptualization of neoliberalism was used as the theoretical framework. Data were collected through 15 semi-structured interviews with members of college leadership, faculty members, staff, and members of the college&rsquo;s advisory council. Other data included documentation about policy, mission, and publicly available documents related to the mission change at the institution. These data were deductively coded, and then subjected to content analysis. Key findings indicated that the college initially stalled in the mission change process, and as a result, identified alternative pathways to achieve the goals of career-relevant training the neoliberal environment demanded. In this sense, the perspective of academic capitalism was born from necessity for self-reliance and illustrates the commonality of finding entrepreneurial solutions. The implications for positive social change include recommendations to leaders of 2-year colleges on managing mission change in a way that responds to the needs of the college community while retaining the relevance of students&rsquo; social development.</p>