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The primary question addressed was, "What effect does educational attainment and acquired knowledge of ageing have on negative ageism?" Subsidiary questions are, "What effect does; age, sex, and positive/negative experiences with aged individuals, have on ageism?"

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The intent and purposes of this study are (1) to discover the extent of the guidance needs and problems which confront the women students in North Texas State Teachers College and the extent to which the students are adjusting and developing into normal and socially effective individuals; (2) to interpret the data collected from the individual questionnaires in order that plans for a more adequate and effective guidance program may be made, and to offer a functional basis for individual and group guidance; and (3) to measure their present needs and problems in relation to personal and social adjustments as individuals and as groups.

The problem of this study is to determine the interest patterns of students engaged in the study of a pre-medical curriculum at North Texas State College during the Fall semester of 1949 and 1950.

This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.

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Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students do in fact attend community colleges, and many experience myriad challenges. This exploratory study investigated the community college pathways of Asian American community college students, the role of family and culture in shaping expectations for higher education, and participants’ perceptions of the model minority myth and the degree to which this myth influenced their college experiences. Institutional practices and policies, or lack thereof, that support the success of this highly diverse population were also studied. Purposeful sampling was used to gather a sample of 28 students, who self-identified as Asian American and attended one of the three largest community college districts located in North Texas. The sample included 16 males and 12 females, whose ages ranged from 18 to 49 years old, with a mean age of 24. Data collection involved a demographic questionnaire and semi-structured individual interviews. The participants represented 13 different ethnicities, and nine were members of more than one ethnic or racial group. Ten participants were foreign-born citizens, and all of the participants had at least one foreign-born parent. Qualitative data provided description rich information that shed light on the expectations, experiences, and views of Asian American community college students, a virtually unstudied population. Consistent with current literature on Asian American college students, the findings suggest many Asian American community college students struggle with tremendous cultural and familial pressures for succeeding academically, and many described their experiences with racial microaggressions related to model minority stereotypes that they perceived their peers and instructors to have held. Recommendations for policy and practice designed to improve educational outcomes for Asian American community college students are addressed.