Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 72-82). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71569.

There is no abstract available for this dissertation. / Department of Educational Studies

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Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 109-114). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 109-114). Also available on the Internet.

Undecidedness of choice of major field of study for undergraduates is a prevalent condition in higher education and represents a problem for academic advisors who may be unable to offer the best assistance to students uncertain of their educational plans. Little is known of the consequences for academic advising programs of such student undecidedness. This study employed an exploratory method designed to obtain information on students' patterns of decision-making regarding major field choice with a sample of university students who initially enrolled in a medium-sized, public university in Southwest Virginia in the Fall 1981 and a sample of community college students who transferred to the university in the Fall 1983 by (a) using student records to identify the major fields selected by undecided students, (b) analyzing differences between "undecided" students and two other groups of students: those who changed majors several times (multiple changers) and those who declared a major and never changed (decided), and (c) measuring the extent to which students perceived certain factors to be influential in the selection of a major field of study by using a researcher-constructed Senior Perception of Major Field Questionnaire. The Internal-External Locus of Control Instrument was used to assess the relationship between certain patterns of decision-making with regard to major field and locus of control. Major findings of this study include: 1. Undecided students do not appear to differ in any important way from decided or multiple change students. Their lack of initial commitment to a major does not distinguish them, especially in any way associated with negative consequences in higher education, from students who were committed to a decision. 2. Interest in major field was the most important influence in choice of major field. 3. No conclusions were possible regarding differences between the student types in the community college transfer sample because of the small number of subjects classified as undecided. / Ed. D. / incomplete_metadata

Since the late 1960's, there has been a growing body of research seeking to provide explanation for why blacks continue to be underrepresented in higher education enrollment; however, none of these studies provides a full explanation. Ogbu (1969, 1978, 1985), who has given the fullest explanation of black underachievement for students at the primary and secondary levels, suggests that his caste system paradigm be used to explain black underrepresentation in higher education. This paradigm suggests that blacks are members of a caste because of a history of discrimination and exploitation. This past history led to a folk theory of unequal opportunity, which has affected the way that blacks perceive, interpret, and respond to educational barriers. In this exploratory study, the researcher investigated a lower socioeconomic community in Baltimore, Maryland, which in many ways represents the general black population, to learn if Ogbu's caste paradigm explained black underrepresentation in higher education. It was learned that the caste system was in operation, and a very recent history of discrimination and exploitation existed. A folk theory of "unequal opportunity" and a collective identity that "blacks cannot compete with the white man," led to the use of oppositional/counter cultural strategies to "get ahead." Such strategies as pushing drugs, "beating the system" and stealing, coupled with high incidents of homicide, violence and teen pregnancy, impacted upon the ability of residents to graduate from high school and enroll in college. Furthermore, strategies used in the community were operational in the school, which served to detract from school learning. / Ed. D.

This study described the Department of Agriculture at Alcorn State University (ASU) as perceived by the agricultural baccalaureate degree graduates. Additionally, the study established a biographic and demographic data bank of these graduates for future reference and use by the Department. A descriptive research design was used for the study. The total population for the study was the 160 graduates from all agricultural program areas at ASU from 1982-1986. Data was collected by a questionnaire developed by the researcher with assistance from two review panels. Mailed instruments were returned by 102 graduates representing a 64% response rate. Data were summarized by frequency distributions, percentages, measures of central tendency and measures of variability as appropriate for each variable item. Statistical analyses were performed using the Statistical Analysis System computer package at ASU. The following major conclusions were reached: (1) the graduates perceived the faculty as being effective in the Department of Agriculture at ASU, (2) graduates perceived that certain curricula in the Department were less than adequate, especially that the number of semester hours in communication skills and agricultural engineering courses needed increasing, (3) the graduates perceived the facilities in the department as insufficient and that additional intern training centers are needed, {4) graduates reported little participation in professional and civic activities, (5) graduates were willing to participate in recruitment for the department, and (6) most graduates were currently employed. Major recommendations made were: (1) strategies be developed to improve communications with agricultural agencies and industries, (2) the Department of Agriculture closely review the current curriculum to determine how communication, agricultural engineering and computer skills could better be integrated into the undergraduate curriculum, (3) agricultural graduates be contacted to assist in locating appropriate off-campus training centers for student internships, and (4) each program area of the Department needs to further analyze the data collected from the graduates to assist in making programmatic improvement. / Ed. D.

The purposes of this investigation were to 1) determine to what extent nontraditional external doctorates will be recognized for employment and promotion in school systems accredited by Southern Association of Colleges and Schools; 2) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in junior/community colleges accredited by Southern Association of Colleges and Schools; 3) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in baccalaureate granting colleges and universities accredited by Southern Association of Colleges and Schools; 4) determine which degree and institutional factors concerning the nontraditional external doctorate are not accepted in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities; 5) determine which degree and institutional factors concerning the n on traditional external doctorate are acceptable in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities. The major conclusions were that the traditional doctoral degree still has strong advantages and that the institutional and program characteristics of the degree granting institution were very important. Many chief administrators are still undecided concerning the external doctoral degree. Chief administrators appear to be receptive to changes in traditional doctorate programs.

published_or_final_version / Education / Master / Master of Education