The purpose of the study was to identify inconspicuous, non-violent actions and activities engaged in by college men of draft age as a result of their impending military obligation. The study was designed to produce information relative to:1. The influences, if any, the Selective Service System has had in stimulating changes of attitude among college men of draft age.2. The influences, if any, that the employment and presence of the Selective Service System and possible compulsory military service has had in determining the academic programs or occupational choices among college men.3. The influences, if any, that the adoption of a national lottery system has had on the ability of college men to plan for the future.4. The methods, if any, used or considered by male students to delay or avoid entry into military service.5. The extent to which college men have joined or participated in anti-war organizations or activities to protest the methods of selecting men for military service via the Selective Service System.The study was conducted at a medium-sized state college in the northern midwestern United States and included 350 participating male students classified by College "X" as sophomores and seniors at the beginning of the 1970 autumn term. All participates were under twenty-six years of age as of November 1, 1970, had not had any active military experience, and had been assigned a lottery number under the Selective Service System procedure established in November, 1969.The data was collected via a formal questionnaire, informal interviews with ten per cent of the selected population, and through impromptu conversations with more than two hundred male students on the campus of College "X."Some of the conclusions which resulted were:Uncertainties related to war and inability to plan for the future have served as a major factor in liberalizing the view of many college men and caused the development of hedonistic attitudes among those men.The traditional mores of American society dominated the conduct of most college men, but the influence of the old mores was decreasing.The proportion of college men who would cheat on their physical examination in an attempt to avoid military service was substantial and increasing; few men attempted to avoid military service by claiming homosexuality or mental illness.The lottery system was preferred to the selective-deferment method previously used by the Selective Service System.The four-year student deferment has considerably increased the number of men who have attended college.Only a small minority of college men belonged to anti-war groups or participated in the activities of such groups; but younger men, and men with draftable lottery numbers were more likely to participate in anti-war activities.

Not available / text

Employers often lament that many American workers are not qualified for present and future jobs due to changing skills requirements and deficiencies of schools. In 1991, the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report recommended educators use work sites to help students achieve foundation skills and workplace competencies. Through cooperative work experiences (CWE), many community college professional/technical programs place students in actual work situations as part of program requirements. These experiences enable students to apply classroom learning while engaged in productive work related to their specialties. The purpose of this study was to identify and describe social and learning strategies male community college students use to maximize learning from cooperative work experiences. Three conditions influence these strategies. 1. Every work experience situation is unique. Numerous environmental and personality variables affect the quality of the work experience. 2. Trainers are employees paid for the work they do. Productive work is their first priority; training is secondary. 3. Work site trainers are knowledgeable and highly skilled but may not be trained to teach. Based on in-depth interviews with male students and trainers/supervisors, this study found that (a) a candid and respectful relationship between student and trainer must exist before a trainer will share fully his expertise and knowledge with the student and students have primary responsibility for establishing and maintaining this relationship, (b) the effort a trainer is willing to expend on training reflects his perception of a student's eagerness to excel and willingness to work hard, and (c) students have primary responsibility for managing their own learning during work experiences. Students use four primary learning strategies to maximize their learning during a CWE: (a) applying cognitive apprenticeship processes, (b) solving problems, (c) recognizing and pursuing incidental learning opportunities, and (d) practicing technical skills. Although the subjects of this study represent only a segment of professional/ technical programs, the findings may be useful for preparing other program students for their work experiences. / Graduation date: 2001

In this study, I explore the ideas of doctoral level counselor education students on spirituality using a postmodern feminist research paradigm. I have found spirituality to be vital aspect of my own life and have been pleased to see its importance recognized within the counseling field. I analyzed the data through an intra case analysis and a cross case analysis. Within the intra case analysis, several findings were described including: definitions of spirituality, religion, spiritual experiences, counseling clients, counselor education, ethics, and more. From the cross case analysis, I perceived two themes. The first theme included questioning important aspects of life. The second theme was related to the ethical concerns surrounding spirituality in the education of counselors and in the counseling of clients. The participants seemed concerned about a counselor or professor imposing her/his beliefs on clients or students. Several mentioned they preferred to wait for clients to bring up spiritual issues rather than bring these issues up themselves. Suggestions for future research are given. / Graduation date: 2001

The field of gender bias indicates that teachers are a significant source of gender-role socialization for students. This study focuses on post hoc recollections of college students' perceptions of gender bias exhibited by their high school teachers. Specifically, this study asks students to define sex discrimination, as well as describe instances of sex discrimination they experienced or observed exhibited by their high school teachers. Several unanswered questions emerged from a review of the literature: (1) students' reports of the extent to which they experience sex discrimination exhibited by their teachers; (2) students' observations of sex discrimination exhibited toward students of the same sex, as well as toward students of the opposite sex; (3) students' reports of the sex of teacher involved in the sexually discriminative instances they describe; (4) students' definitions of sex discrimination; and (5) students' descriptions of their own experiences of sex discrimination. Consequently, one hypothesis and five research questions are posed to investigate these unanswered questions in the literature. A survey instrument incorporating both closed and open-ended questions explores the hypothesis and research questions. Participants for this study include 149 undergraduate students (63 females, 86 males) in introductory communication and psychology courses at a western university. Results of the survey are analyzed using both qualitative and quantitative methodologies. The closed-ended questions reveal that male and female students experienced and observed sex discrimination exhibited by their teachers with similar frequency (in this case 'Very Rarely'). The open-ended questions indicate that males and females experienced and observed their teachers exhibiting different types of sexually discriminative behaviors toward male and female students (e.g., females described being treated as if they were unintelligent; males described being disciplined more strictly than females). Both male and female students' definitions of sex discrimination are very similar. In addition, the sex of the teacher described exhibiting sex discrimination appears to make a difference. Although previous research seems to suggest that male and female teachers are equally biased in their display of sexually discriminative behavior toward male and female students, this study's results show that both male and female students perceived male teachers to be more biased toward female students than female teachers. / Graduation date: 1995

Not available / text

Not available / text

Not available

No description available.

The problem of this study is to determine the stability of interest of male and female students at the various age levels in the School of Education of North Texas State Collage, Denton, Texas. To be more specific, the problem is to determine the relationship of age, sex, or both upon stability of interest.