Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Chicago, 2003. / Includes bibliographical references (leaves 226-238). Also available on the Internet.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 143-148).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 326-333). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oklahoma, 1989. / Bibliography: leaves 127-152.

Not available / text

This study focuses on Canadian literature on anti-racist education and, in particular, the body of literature which acknowledges a sense of conflict between the theories, goals, and strategies of anti-racism and multiculturalism. The purpose of the study is to investigate the ways in which this body of literature addresses the Canadian context, particularly in reference to the prevalence of multiculturalism in Canada's official policies and popular ideology. The study reveals the existence of two different conceptions of the conflict between anti-racist and multicultural education: irreconcilable conflict and inevitable compromise. Each of these conceptions fails to provide practical guidance in terms of what those visions look like or how they can be resolved. Closer analysis reveals that this literature as a whole seems to rely on a standard critique of multiculturalism, failing to substantiate it with illustrations from the Canadian context. In fact, the literature fails to engage with Canadian multiculturalism with the kind of complexity it warrants, addressing it, instead, as if it is a monolithic and static entity that can be dismissed superficially. Addressing that complexity in the future can only strengthen Canadian anti-racist research.

This study explores factors promoting academic resilience in learners from socio-economically disadvantaged families. It is a qualitative research located in the interpretive paradigm. Two theories namely The Resilience and Youth Development Module (RYDM) and The Asset-based Approach were used to frame the study. The objective of the study was to help schools to build academic resilience in learners especially those who are at risk of failure due to hardships they experience. A case study of a primary school in the rural area of the Quthing District in Lesotho was done. Four learners in grade six from socio-economically disadvantaged families were interviewed using semi-structured interviews combined with observations as data collection instruments. The learners were purposively selected with the assumption that they are knowledgeable about the phenomenon under investigation. The main finding from the study is hope for the future. The participants regard education as the only way out of poverty so they want to change their lives together with their families through educational excellence. The findings also revealed that support from parents, school, peers and the community play a significant role in building academic resilience in these learners. In conclusion, this study suggests collaborative efforts among stakeholders because school is not an isolated institution. Therefore there is a need for parents, teachers, peers and the community in which schools are situated to work hand in hand for the benefit of learners and the building of a stable nation. The study shows that support provided to the learners from poverty stricken families encourages them to persevere with their schooling and think positively and hope to prosper in the future. / M.Ed. University of KwaZulu-Natal, Durban 2014.

Educational and feminist researchers as well as philosophers and psychologist claim that women are not receiving the same university education as men. Studies show that males receive more praise and more attention in the classroom through the university. As a result, female students feel alienated from much of their educational experiences. Likewise, minority students also report feeling estranged in the university claiming that their previous experiences are undervalued.Freshman composition classes are designed to acquaint in-coming students with the discourse needed in order to succeed in college. Likewise, the Basis Writing Courses at Ball State University are designed to help underprepared students gain confidence and practice in their writing abilities. Teachers' written comments upon essay drafts are a major means of communication between the students and professors.This study was designed to determine whether or not instructors teaching in the Ball State University Basic Writing courses in the Fall Semester of 1992 gave responses on essays which were significantly different relative to the students' gender and/or race. In other words, did male students receive different editing and revisional advice than did female or non-Caucasian students? Did male students receive more praise and encouragement than did female or non-Caucasian students? Is there unconscious gender or racial bias exhibited in the basic writing classrooms at Ball State University as evidenced by instructors' written comments?? Contrary to the multi-vocal chorus proclaiming existing bias, this study found such bias did not exist at the significant Alpha level of .05, yet trends towards such bias did emerge. White males were slightly favored both in the amount of praise and the amount of advice offered on essay drafts. The careful selection of the Basic Writing faculty may have contributed to the lack of bias found at a significant level. As a secondary issue, it was also found that instructors were unaware of the extent of their direct editing habits. This overediting may result from the portfolio nature of the course where outside readers are involved in course assessment / Department of English

It seems self-evident that novels and other literary forms profoundly influence the way we think, feel and learn about society. However, while a number of studies have acknowledged the importance of textbooks used within the school curriculum, few have examined novels that are studied within the high school English program. Thus this thesis focuses on gender-bias found in a study of 21 novels identified as those most commonly used in the high schools of the Lakeshore School Board. The results show significant gender imbalance in all categories: the number of female authors, characters, voices, and perspectives. The recommendations that arise from this study are (1) that English teachers be aware of the issue of gender bias when they select novels for their students. (2) that strategies be developed in the classroom to address gender-bias in literature, and (3) that a balanced literature curriculum be developed.