<p> This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. </p><p> Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. </p><p> This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. </p><p> Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and science students located in high-poverty, low-performing schools. I further argue that both federal and state accountability-based school reform efforts are failing to improve outcomes for students with proficiency and interest in STEM learning and STEM fields, and in fact, these reforms are harming top performing students and high school STEM opportunity structures. Recommendations for changes in policy and practice, and for further research, are provided.</p>

<p> Ninety-five percent of college students procrastinate (O'Brien, 2002), often leading to poor grades (van Eerde, 2003) and anxiety (Rothblum, Solomon, &amp; Murakami, 1986). People seek to avoid aversive stimuli, therefore the more aversive a situation, the more one will avoid (Steel, 2007). This includes avoidance of a task or situation, and experiences associated with that task. Rather than changing ineffective behavior, many suppress or avoid negative experiences, often resulting in ineffective functioning (Hayes, Luoma, Bond, Masuda, &amp; Lillis, 2006). This process, experiential avoidance, is at the core of the psychological flexibility model and is linked to psychopathology (Hayes &amp; Gifford, 1997). Given that procrastination is an avoidant behavior, applying this model can be a useful treatment method. The current study examines the impact of a flexibility-based intervention on procrastination with college students using both EMA and questionnaire assessments. As predicted, results indicated a significant relationship between procrastination and psychological inflexibility. Following an ACT intervention, procrastination decreased, while committed action significantly increased. Moderation analyses did not indicate psychological flexibility as affecting the strength of procrastination over time. Implications for future procrastination studies using EMA are discussed. </p>

<p> This mixed-methods study investigated the transformative learning that occurred in the alumni of the 22-lesson Christian discipleship process called the Immersion Experience by Aphesis Group Ministries. Quantitative data was collected from a survey sent out to the 850 alumni. Deep interviews were conducted with 16 participants who had the additional prerequisite of being raised in a religiously confused home of origin. The transformative learning was examined through the theoretical framework of Mezirow's transformative learning theory. An additional lens was resistance to change. Argyris and Schon's theory of action developed the concept of double-loop learning. Their theory was extended by Kegan and Lahey's immunity-to-change perspective. The final lens was a synthesis of Brown's development of wholehearted living, Bowlby's Attachment Theory, positive psychology, and virtue ethics. This has been summarized as living wholeheartedly with virtue. The Immersion Experience seeks to help professing Christians evaluate their inner lives and discern the discrepancies between their espoused Christian beliefs (what they say they believe) and their theories-in-use (what they actually live out) in the attempt to bring them into alignment. The intent is to help believers be able to practically live out their Christian commitment each day of their lives.</p>

<p> This research was a constructivist grounded theory study exploring what experiences facilitated doctoral degree completion for female CES degree recipients. Researchers have discovered that women doctoral students are at greater risk for not completing their doctoral degrees. Additionally, there is a dearth of information related to how CES women doctoral graduates persist to degree completion. Therefore, the research question that guided the current study was: What doctoral education experiences facilitated degree completion for CES women doctoral degree recipients? </p><p> The researcher utilized purposeful sampling and sought a diverse sample of volunteer participants. Six female participants, one of whom was a woman of color, were selected for the study. Data were collected through interviews and analyzed consistent with the process of grounded theory. The theory, themes, categories, and subcategories emerged from the data. </p><p> Data revealed the overall theory to be: The Process of Completion as an Inter-Connected System of Experiences with Self and Others. The two main themes included in the theory were: (a) Relationships as Sources of Support and Catalysts for Growth and (b) Navigating Obstacles. The categories that comprise the theme Relationships as Sources of Support and Catalysts for Growth were: (a) Personal Growth and Development Occurs through Relationships with Others and (b) Professional Growth and Development Occurs through Relationships with Others. The categories that comprise the theme Navigating Obstacles were: (a) Navigating Systemic Obstacles and (b) Navigating Individual Obstacles. The results of this research were discussed in relation to existing literature and implications for the CES field were identified. </p>

<p> Taiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants. </p><p> This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership. </p><p> The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.</p>

<p> The purpose of this qualitative research study was to explore the essence and underlining structure of a hybrid identity development process among undergraduate students who lived a transborder lifestyle in the U.S.-Mexico border region by identifying the factors that influenced the phenomenon. In the 1990s transnational and transborder individuals were identified by scholars as part of a new understanding for the movement of populations. Today researchers state that this phenomenon is ever most prevalent at the world's busiest international border shared between the cities of San Diego, California and Tijuana, Mexico. Part of the transborder phenomenon is college students who collaborate internationally between San Diego, California and Tijuana, Mexico because they reside in both sides of the U.S.-Mexico border while attending higher education institutions in San Diego, California. Currently there is no information about how many students live a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region and few researchers have explored the understanding of their experiences. As a result, the lack of research about the development of this student population called for further investigation. Semi-structured one-on-one interviews were conducted with twelve undergraduate students who lived a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region; they took place at a higher education institution in San Diego, California. The central finding of this study is the illustration of the developmental process of a Hybrid Identity; therefore, a conceptual framework for the systematic understanding of the phenomenon was created. The stories which participants shared as part of their interview illustrate how their hybrid identity development was influenced by the transborder lifestyle they lived through the transborder context in the U.S.-Mexico border region. The influential factors of their hybrid identity development are identified as the obstacles they faced through the transborder context and the different ways they coped with and adapted to the barriers of their milieu.</p>

<p> Safe Zone (or Safe Space) programs are common on college campuses to encourage support of lesbian, gay, bisexual, transgender, questioning, (LGBTQ) and other people who identify as sexual and gender minorities. However, research describing the efficacy of Safe Zone programs is infrequent and often methodologically problematic. A program evaluation was performed of the Safe Zone Network program at the University at Buffalo, SUNY (UB). Measures were chosen to assess homonegativity, LGBTQ knowledge, attitudes, self-reported behavior, and identification as an LGBTQ ally, as well as a demographic survey. These measures were administered via paper survey before and after participation in the Safe Zone Network workshop. The same measures were administered before and after a health education program for use as control measurements. The data were analyzed with correlations and repeated-measures ANOVA. At pretest more pro-LGBTQ knowledge, attitudes, self-reported behavior, and ally self-identification was associated with identifying as a sexual and/or gender minority, attending the workshop voluntarily, being younger, and having more LGBTQ social contact prior to the workshop. Participation in the Safe Zone workshop was associated with significant changes in decreased homonegativity and hate, as well as increased LGBTQ knowledge and self-identifying as an LGBTQ ally, when compared to the control group. Despite differences in pretest scores based on the reason for participating in the workshop, reason for participation did not significantly relate to the amount variables changed over the workshop time, indicating that the workshop may be beneficial for both mandated and voluntary participants. More pro-LGBTQ pretest scores may have indicated more likelihood to change during the program. Overall, these results suggested that the UB Safe Zone Network program is related to prosocial changes in knowledge, attitudes, behaviors (such as the proxy could estimate), and ally self-identification, particularly for participants who are primed to be more sensitive to these issues. Results were discussed in context of current research. Limitations and future directions for research were discussed.</p>

<p> High school counselors today have many roles. Through these roles, counselors strengthen student experience. Most of the scholarly literature concerning counselors' roles overlooks the voice of high school counselors serving in a Linked Learning environment. As a result, counselors' voices are missing in conversations about their roles in a Linked Learning environment. Linked Learning is a high school reform initiative that seeks to successfully prepare students for postsecondary education and careers by engaging students in linking strong academics with demanding technical learning, and thereby strengthening their real-world experience in a wide range of fields. The purpose of this qualitative interview study was to investigate high school counselors' perceptions of their roles in a Linked Learning environment. This study contributes to a small body of literature regarding counselors and Linked Learning environments. A conceptual framework was develo.ped utilizing components of the American School Counselors Association themes and delivery systems, as well as the Transforming School Counseling Initiative skills, and community counseling theory to serve as a valuable lens to view the research. This interview study found that counselors in a Linked Learning environment hold and collectively maintain a culture of high expectations and support for all students by serving as advocates, utilizing school guidance curriculum, and providing direct school services. Secondly, counselors work with their Pathway community to identify and intervene for students who are in need of additional support by serving as collaborators, providing responsive services, and indirect student services. Thirdly, counselors get to know their student's needs, and are familiar with the unique characteristics of their Pathway program by serving as systems change agents, providing system support, and indirect school services. Lastly, counselors guide decisions about postsecondary education, training, and career pursuits by serving in the role of leader, guiding students through individual student planning, and providing direct student services. Implications of the study and recommendations for policy and practice are offered within the discussion. </p>

<p> Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition within a school can negatively affect adolescents during a developmental stage in which other's expectations influence the way adolescents' view themselves. Many school leaders struggle with how to rigorously prepare students for the 21^st century and global markets, within the confines of a seven-hour school day. </p><p> Popular and journalistic literature acknowledged the issue of academic stress (Robbins, 2006), and some researchers recognized the prevalence of academic stress among high achieving students (Connor, Pope, &amp; Galloway, 2009; Pope, 2001; Pope &amp; Simon, 2005; Richard, 2009) in this academically competitive time. However, the literature had not yet addressed how the school's organizational culture, specifically the scheduling of courses, organization of time, homework and workload policies, and extracurricular activities caused or alleviated academic stress. The researcher conducted three-part interviews with students and school leaders to learn about their experiences with academic stress in an academically competitive school culture. The researcher learned that there were positive and negative impacts of academic stress and that some of the main causes included simultaneous deadlines, conflicts between extracurricular activities and homework, and busywork. This study is important for school leaders, particularly to examine whether and how high school students perceive and articulate that time-related school components common in high school culture (such as scheduling, homework/workload policies, and extracurricular activities) contribute to these students' stress levels. The study illuminated similarities and differences in student versus school leader perception about the stress of time-related school components on students. The researcher hopes that the understandings gained from this study will help school leaders make decisions on how to schedule teacher and student time.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0936. Adviser: David Mank.