Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 5201. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of the study was to determine the effect of education, social class, sex, and age on responses pertaining to deterrents to women entering non-traditional occupations. To attempt to answer six research questions that were proposed, 16 hypotheses were tested. The first four hypotheses dealt with differences between two levels each of education--one year of college or more and high school or less; social class--low-middle and middle-high; sex--male and female; and age--18-30 and 31 or more. The hypotheses 5-15 dealt with various interactions of the four factors. Hypothesis 16 was tested to determine differences between responses of subjects who had been exposed to employment in non-traditional occupations and responses of subjects who had not been so exposed. / A stratified random sample of adults 18 or more years old in the central section of Brevard County, Florida, were used in the study. Twenty subjects in each of 16 strata were interviewed using a questionnaire entitled "Survey of Women's Attitudes About Careers" (Thomas, et al., 1970). / It was hypothesized that the factors education, social class, sex, and age, and the interactions of those factors have an effect on the responses of subjects pertaining to the deterrents to women entering non-traditional occupations. The results of the study indicate that these factors and their interactions do affect subjects' responses to statements about deterrents to women entering non-traditional occupations. The main effects of high school or less education, low-middle social class, female, and 31 or more years of age were consistently dominant forces in affecting strength of agreement with deterrent statements throughout the study. Age was the factor which showed the greatest effect on the responses of the subjects in this research. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 4054. / Thesis (Ph.D.)--The Florida State University, 1982.

This study challenges the perception of community colleges as the "workingman's college". Through the process Zwerling describes as diversion it is assumed that upper class students will either elect or be forced to enter the higher educational system at the two-year college level. As a result, two-year colleges will become more heterogeneous in character. / This study hypothesizes that two-year colleges, are stratified by race, gender, and socio-economic status; that within two-year college types there is student diversity; and that using a modified status attainment model, expectation model, differences in educational and occupational expectations vary by race, gender, region, and socio-economic status. / Utilizing an American Council of Education national sample of 22,510 first-time full-time two-year college students analyses are accomplished employing a combination of nonparametric chi-square test of significance and multiple regression techniques. / The findings of this study reveals that through the process of "diversion" institutional stratification as well as diversity exist within two-year college types. This study also finds that the diversion process when applied to a modified status attainment model (educational and occupational exception models) results in educational expectation models that are more applicable to more student subpopulations than occupational expectation models; that socio-economic status in the expectation models does not take on the importance it does in the status models; and that in the expectation models students are seeking to actualize certain educational expectations independent of occupational expectations or social class. / The results of this study raise many questions concerning the popular perceptions of two-year college students. Specifically the question is raised whether class based models of educational and occupational attainment are viable in a pluralistic society. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3426. / Thesis (Ph.D.)--The Florida State University, 1982.

This study examined a schooling process that is aimed at producing responsible citizens and modern individuals who can participate in the national process of growth and development of Indonesia. Specifically, this study focused on the enculturation, through elementary schooling, of the tribal children into the mainstream of Indonesian social and cultural life. This study is based on descriptive data collected over a period of six months in Pikhe-Aikima in the Baliem Valley of Irian Jaya, by use of an ethnographic/naturalistic approach. The specific strategies used included participant observation, informal conversations, structured and unstructured interviews with pupils, teachers, parents, and community leaders. Elementary mapping and document analyses were also used. / The ethnographic data were corroborated by cross-checking them with various sources in the community, i.e., residents and local officials, and with official documents and reports available at the local government offices. Analysis and interpretation of the data were made from the informants' points of view, drawing principally from a critical and interpretive cultural framework. / The study showed that the teaching-learning process in Pikhe-Aikima elementary schools fails to realize the citizenship and modernity goals the government has laid out for schools to perform. Little teaching-learning occurs in the school. Teaching is done by the teacher by "parroting" from the textbooks the information to be learned; learning is by memorization and is determined by the pupils' performance on examinations. It was concluded that the transformation of the tribal children from primitive into responsible, modern Indonesians will not be realizable in the immediate future. Their incorporation and assimilation into the Indonesian social mainstream will not be possible given what is taught them, how it is taught, and what is not taught in the present schooling that is being ineffectively carried out in Pikhe-Aikima. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4353. / Thesis (Ph.D.)--The Florida State University, 1986.

This is a critical evaluation of roles and relationships among education, the state, modernity and cultural exchange in the Third World, using Iran during the Pahlavi period (1925-1979) as a case study. The point of departure is an analysis of the functionalist theory of education, in which education appears as a rather non-problematic and non-contradictory institution helping to modernize the world. A study of the state apparatus in the Third World showed that the state usually acquires legitimacy through communicative-educational means. In the case of Iran, a continual postponement of the arrival of democracy was legitimized by the alleged need to wait for the attainment of full literacy. But while serving the existing state in this way, education was simultaneously undermining it through various channels; these include thrusting new classes into the political arena, exposing the newly educated to legal-rational ideologies, and placing youth in educational institutions in which they collectively experienced the arbitrary rule of the state. Thus the creation of an oppositional intelligentsia was bound inextricably to the expanion of schools. Moreover, the expansion of schools was not accompanied by educational development, but was accompanied by a decline in the quantity and quality of publications and curtailment of the press. Education as an institution, and the popular means of communication both suffered from an exhaustion of meaning and a degeneration of discourse. This process as well as an abrupt breach of national/traditional praxis resulted in a loosening of the grip of the cultural apparatus of the state and a protracted cultural crisis which then permitted the return of the Iranian clerics as traditional communicators and counter hegemonic ideologues. The Islamic Revolution of 1977-1979 was a revitalization movement with messianic overtones and the fiscal crisis of 1976 acted only as a catalyst for that movement. / Finally, after defining the contradictory role of education in Iran as a Third World country, the concept of modernity was critically analyzed as ethnocentric and ahistorical. For the improvement of future educational-communicative practices, it was argued that the policy makers of the Third World need to pay closer attention to their national/traditional cultures, and to reevaluate the nature of cultural exchange with hegemonic powers. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4352. / Thesis (Ph.D.)--The Florida State University, 1986.

In 1966, James Coleman and his associates published a controversial monograph entitled Equality of Educational Opportunity. The two most durable conclusions reported in this still-influential application of the input-output model of school effectiveness were as follows: schooling is ineffective as an agency of social mobility, and one school is about as effective as another in promoting academic achievement. / In 1982, however, Coleman and a new set of colleagues published a comparison of public and private high schools, entitled High School Achievement. In contrast with Coleman's earlier work, Coleman, Hoffer, and Kilgore concluded that some high schools are able to promote social mobility, and some high schools are superior to others in promoting academic achievement. Generally, Coleman, Hoffer, and Kilgore concluded, private high schools are superior to public high schools on both counts. / My review of the input-output literature provides the perpective needed for an improved empirical response to both issues, and for reconciling the differences between Equality of Educational Opportunity and High School Achievement. I use Scholastic Aptitude test (SAT) and College Board Achievement (CBAT) data to compare all public and private high schools in Florida in 1982-83 and 1983-84, and in the U.S. in 1983-84. / Using multiple regression analysis, I find that public and private high schools are equally effective in promoting achievement in English and American history. Public schools, however, enjoy a small but consistent advantage in promoting mathematics achievement. / With regard to English, mathematics, and American history achievement, I find no differences between public and private high schools in facilitating social mobility by severing ties between achievement and socially ascribed traits, such as family income and race. / My analyses are superior to previous work by Coleman and others in that I more adequately deal with selectivity bias, regression model specification, curriculum sensitivity of outcome measures, and stability of results from one data set to another. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0626. / Thesis (Ph.D.)--The Florida State University, 1987.

This study used path analysis to examine the relationships between schooling, student background and academic achievement in the public general senior high schools in Surabaya, Indonesia. The study assessed the relative effects of classroom, schooling and background factors on student progress in school, and also attempted to determine the extent to which the effects of these factors were mediated by intervening variables such as academic ability, students' educational expectations, teacher quality and classroom social climate. From October 1982 to May 1983, data were collected from 442 students and 60 teachers in 15 public general senior high schools in Surabaya. / Findings of the study suggest that students' prior educational preparation, educational expectations and teacher quality had direct positive and significant effects on academic achievement, while parents' socioeconomic status and school organizational complexity had little. Age of students and graduation from a rural junior high school had direct significant negative effects on student academic achievement. Students' efforts such as frequency of library use and number of hours of study at home, and other intervening variables such as student body composition in the classroom and classroom climate factors also had positive effects on student progress in school. / Although student academic ability, teacher quality, classroom relations and student efforts had significant effects on academic achievement, other explanatory variables such as parents' socioeconomic status and school organizational complexity directly shaped the pattern of these practices, qualities, processes and activities. These findings suggest that academic achievement continues to be influenced by previous performance in junior high school, teacher quality, peer pressure in senior high school, and individual educational expectations. Nevertheless, parents' practices associated with SES also play a significant role in this process. Care should be taken in interpreting the effects of the process and quality variables associated with schooling, as senior high school students in Indonesia are a pre-selected group, selected by socioeconomic factors as much as by academic effort. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0946. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3554. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3557. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 37-12, Section: A, page: 7994. / Thesis (Ph.D.)--The Florida State University, 1976.