Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 423. Bibliography: p. 155-171.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 423. Bibliography: p. 155-171.

Thesis (E.Ed.)--The Sage Colleges, 2009. / "A Doctoral Research Project presented to Associate Professor Connell Frazer, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: MCI; multicultural competency; principals; superintendents; 21st centuary skills Includes bibliographical references: (p. 69-77).

Thesis (M.A. in human development)--Washington State University, August 2010. / Title from PDF title page (viewed on July 30, 2010). "Department of Human Development." Includes bibliographical references (p. 60-65).

<p> There is ongoing debate in the current teacher preparation landscape about what type of training best prepares teachers for the classroom. As the larger field seeks to improve issues of recruitment and retention, many teacher preparation programs are trying to figure out the best ways to support new teachers, particularly those teaching in urban areas where both academic results and teacher attrition rates have struggled. Fewer scholars have examined how to support graduate students of color studying to become teachers most effectively. In addition to building human capital through teacher training programs, social capital could influence the experience of new teachers. Positive, trusting relationships with a faculty advisor could influence the experience and success of graduate students. </p><p> This qualitative methods study, at an alternative certification program in New York City, seeks to understand better the graduate student / new teacher experience in an advisement model designed to support teachers pursuing their master&rsquo;s degree in education while teaching in a classroom full time. More specifically, through surveys and interviews of recent program alumni, this study seeks to understand better the experience of graduate students of color in their relationships with their academic advisors, and how relational trust is built.</p><p>

<p> As overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.</p><p>

Death due to Acquired Immune Deficiency Syndrome (AIDS) is a particularly difficult loss to cope with because of the stigma surrounding the disease (Nelkin, Willis, & Parris, 1991). Adolescents who are faced with the death of a parent to AIDS are likely to be dealing with an aura of secrecy which hinders their opportunities to receive social support and their abilities to cope with their loss (Nagler, Adnopoz, & Forsyth, 1995). A study was conducted to investigate the relationship between social support and depression levels, living situations, number of coping strategies, gender, and whether a teen reported their parent's cause of death as AIDS. Participants included 15 males and 5 females, between the ages of 11 and 17 years, who had one or both parents die from AIDS. Interviews were conducted and data was collected on the following variables: the total number of people who provided informational and emotional support; the reported satisfaction as a total amount as well as an overall average rating of the satisfaction with the information; the reported dependability as a total amount as well as an overall average rating of the dependability of the emotional support; a depression score: the teen's living situation; the total number of coping strategies utilized; and the frequency of the reported cause of death as AIDS. Results indicate that higher amounts of support are related to greater numbers of coping strategies, and a greater likelihood of reporting a parent's cause of death as AIDS. In addition, female adolescents reported a greater number of coping strategies than male adolescents. Depression was not found to correlate with measures of informational or emotional support. Whether a teen resided in a residential treatment facility or in a home with relatives or a foster family was not correlated with depression levels, informational or emotional support, or number of coping strategies.

The purpose of this study is to learn about the ways in which female Technology Education Teachers understand sources of influence on their career choice. The findings from this study are intended to provide key insights in the participants' perspectives that might shed light on how to encourage females to aspire to and enter Technology Education as a profession. The objective of this study is to create a deeper understanding of how some women moved beyond cultural barriers and make "unexpected transitions" to become female technology education teachers. This qualitative study is based on a purposive sampling of ten female technology education teachers.

The impact of incest on women's work performance and career development was studied in 41 female incest survivors and 15 nonabused women from a diverse population. The methodology was a content analysis of in-person qualitative, semi-structured interviews. Incest survivors participants reported having difficulties in academic and peer relations and difficulties in secondary schooling and more negative work experiences, including peer relations, difficulty in managing post-traumatic stress symptoms, remaining at a job, and advancing in a career. In addition to these difficulties incest survivors fell into different work group profiles: disabled, dabblers, drones, sprinters, balancer/achievers, and drivers. Childhood experiences of incest contributed to an overall negative self-schema, especially regarding work and career capabilities.