Thesis (M.S.) in Resource Ecomonics and Policy--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 108-112 ).

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Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

The exit/entry patterns of students in higher education have been a matter of concern to college administrators and counselors for over half a century. The purpose of this study was to identify certain characteristics commonly associated with persistence in order to determine if these same characteristics are likewise predictive of success in teacher training programs. The data base was the National Longitudinal Study of the High School Class of 1972. This study was an investigation designed to observe the educational and vocational activities, plans, aspirations, and attitudes of high school seniors of that year and subsequent years through three follow-up studies. The sample design was a two-strage probability sample with schools as the first stage and students as the second stage. The sample was highly stratified with variables such as type of control, geographical region, minority group enrollment, and level of urbanization making up the strata. The base year questionnaire was administered in the spring of 1972 and consisted of 104 questions. Subsequent follow-ups in 1973, 1974, and 1976 asked questions similar to those asked int he base year and others necessary to ensure continuity of data. The sample used for the present study consisted of 472 prospective teachers. Identifying education as a major and aspiring to teach was the method used to determine sample members. Additional criteria were used to select migratory and non-migratory prospective teacher sub-groups. The sub-groups identified were persisters, drop-ins, drop-outs, late entries, program transfers, and college transfers. Since most students move into migratory patterns due to one or more intellectual or non-intellectual reasons, the present study was designed to compare certain selected factors hypothesized to have a relationship with this movement. Ability, satisfaction with the college environment, values, and self-concept were factors chosen for this comparison. Ability was determined in the base year from standardized tests such as the Scholastic Achievement Test. The students' feelings toward their instruction, social life, campus resources, and curriculum were used as a measure of satisfaction. Having lots of money, being a leader in the community, living close to parents, and correcting social ills were used to determine values. Self-attitude, self-worth, external satisfaction, and internal satisfaction were factors selected to measure self-concept. Levels of satisfaction, values, and self-concept were collected in all three follow-up studies. Ability was determined only in the base year. The design of the investigation was to compare the only nonmigratory group, persisters, with other prospective teacher sub-groups considered migratory. Comparisons were made using the persistence characteristics identified earlier, namely, ability, satisfaction, values, and self-concept. Additional comparisons were made between prospective teacher sub-groups on the basis of race, sex, and type of institutionalized control. Longitudinal trends were incorporated into these comparisons. Prospective teacher sub-groups were also examined in relation to financial assistance. The results suggest that ability and satisfaction measures can provide a persistence index that permits differentiation between certain prospective teacher groups. There is a further indication that ability tests provide a clear distinction between minority and non-minority prospective teachers. Ability and certain self-concept and satisfaction measures provide a distinction between males and females in teacher training programs. Differences among private and public college prospective teachers can be seen with selected achievement tests. Public college late entries and drop-outs are more dissatisfied with the college environment than any other prospective teacher group. Finally, a relationship exists between the amount of financial assistance and the various prospective teacher sub-groups. This relationship is most pronounced for late entry students.

This dissertation explores how the Mexican state came to embrace study abroad as a key piece of national education policy. The study begins with the Mexican Revolution (1910-1917) and traces the changing politics and institutional pathways of student migration through 1982. During this period, hundreds and then thousands of Mexican students hailing from the country’s middle- and upper classes chose to finish their education in the United States. The dissertation’s central argument is that this student migration shaped the process of Mexican state formation in the wake of the Revolution. Even as scholarship programs responded to the impetus to modernize, achieve development, or foment science by importing foreign knowledge, youth demand for the chance to study abroad was a key yet unrecognized factor that explains why the state supports students’ transnational ambitions. By harnessing narratives of nationalism and modernization, Mexican youth pushed the state to develop institutions that granted international scholarships. Students aspiring to go abroad pioneered the political rationales that undergirded international education policy, which was then designed and implemented by foreign-trained Mexicans. As privileged youth, students shaped the state not by organizing but by leveraging their social and cultural capital as individuals. This dissertation points out that migration was a strategy that appealed not only to Mexico’s working-classes, but also to its “best and brightest” who sought to improve their prospects with a sojourn abroad. The dissertation’s first chapter examines how study abroad, a long-standing practice of the Mexican elite, became politicized after the Revolution. It traces debates in the press to show how a lack of state discourse about student migration gave other voices the opportunity to define the stakes of study abroad. Chapter two analyzes revolutionary-era scholarship granting practices, showing that paternalism persisted from the Porfiriato to the post-Revolution. However, the chapter reveals that Mexican students introduced revolutionary ideas into their petitions for scholarships, reframing their studies as an act of patriotism. The third chapter examines three major scholarship programs in the mid-twentieth century. It looks at both selection practices and the demographic profile of those who were chosen. These programs favored an already-privileged sector of young Mexicans, its university graduates. Chapter four, also set in the mid-twentieth century, explores the lived experiences and understandings of identity of Mexican students in the United States. This chapter argues that they pursued an ideal of middle-class mexicanidad during their sojourn abroad but found that this status was one of fragile prestige. The last chapter, covering 1960 to 1982, considers the genesis and early years of Mexico’s most important, and still extant, international scholarship granting institution, the Consejo Nacional de Ciencia y Tecnología. This scholarship program served as a kind of social policy for young, upwardly-mobile Mexicans even as it obeyed the logic of development and science policy. The dissertation includes tables with statistical information on the Mexican students in the United States, with more detailed data for students in scholarship programs run by the Rockefeller Foundation and the Banco de México.

With numerous local economies previously driven by manufacturing, Indiana was strongly affected by the economic downturn from 2007 until 2009. One suggestion to facilitate economic growth has been Richard Florida’s “creative class” theory, which asserts that talented and educated people choose to live in creative places. College graduates represent one part of Florida’s “creative class.” Current students at Ball State University were surveyed to understand the importance of place-related factors for where students wanted to live after they graduated. The survey responses indicated that students are most concerned with income potential, cost of living, and distance to family. Alumni residence data from Ball State and three other Indiana universities were also mapped and compared to county-level measures of income, housing, distance from home, and creativity index. This analysis supports the survey findings that economic factors and family connections are likely motivating factors in where graduates have chosen to live and stands in contrast to the overall logic of the creative place theory of development. / Department of Geography

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: James C. Palmer (chair), Carolyn Bartlett, Edward R. Hines, George Padavil, William Tolone, David Tucker. Includes bibliographical references (leaves 160-170) and abstract. Also available in print.