<p> Latinos, the largest minority group in the United States, have the lowest level of college degree attainment relative to the total population. Education is often an indicator for future prospects in society. The present study examined how different parenting styles among Latino families affect individual's development in terms of self-efficacy and academic achievement as an adult. The study included 199 participants between the ages of 25-79. The results indicated a significant negative relationship between permissive parenting and the participants' level of education. The results also indicated a positive correlation between both parents' level of education and the participants' level of education. Additionally, the study found that later generation Latinos reported higher levels of education than first generation. The implications, limitations, and suggestions for future research are discussed.</p>

<p> The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.</p>

<p> Latina/os are the fastest growing minority group in the United States and in California, yet they have not been able to maintain an adequate educational attainment and achievement level in comparison to other ethnic groups (Marin &amp; Marin, 1991). Typically, Latinas are not able to achieve the amount of education they set out to accomplish because of factors such as poverty, family responsibilities, attending low quality primary and secondary schools, being placed in lower tracked classes, poor self-image, a limit in community resources, gender role expectations and the lack of role models (Zambrana &amp; Zoppi, 2002). It is essential to examine how Latinas are able to integrate their families' expectations, the community, perception of campus climate, and coping styles through the pursuit of the higher education process. </p><p> This study explores how cultural, social and psychological factors contribute to pursuing the attainment of a bachelor's degree utilizing bicultural identity theory. It is hypothesized that biculturalism is associated with Latinas being able to attain and achieve a bachelor's degree because of their ability to navigate through various environments in which they can adapt. </p><p> Nine current undergraduate women that identify as Latinas were interviewed. The participants each answered a demographic questionnaire during the qualification telephone interview as well as two demographic questions during the actual interview. The participants' age ranged between 18-36 years old with the mean age being 21-years-old. All the participants live in Northern California. All nine participants identify as Latina. Four participants attend San Jose State University, two attend California State University, Stanislaus, one attends the University of California at Berkeley, one attends Chico State University and one attends Santa Clara University. </p><p> There are several significant themes that emerged from the interviews and they include: 1. Cultural Awareness and Ethnic Pride 2. Family Support with Pursuing Higher Education 3. Discouragement 4. High School and College Campus Support 5. Peer Support in High School and College 6. Experience of College Peers 7. Self-Motivation and Ambition 8. Role Models 9. Barriers 10. Support Prior to Entering as Well as During College. The results of the study are thoroughly discussed, as well as study limitations, implications for practice, and suggestions for future research.</p>

<p>Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, &amp; McLaughlin-Volpe, 2004). </p><p> The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn &amp; Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer &amp; Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler &amp; Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie &amp; Taylor, 1993; Pearson &amp; Petitpas, 1990). </p><p> This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943). </p><p> The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition. </p><p> The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants&rsquo; high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell&rsquo;s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity. </p><p> The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder &amp; Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty &amp; Karabenick, 1998). </p><p> The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty &amp; Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed. </p>

<p> The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent Development program and General Psychology classes from the University of Rhode Island were also included if they were first-generation college students. Preliminary analyses of group differences based on minority status revealed few significant differences in self-regulated learning, ethnic/racial, and college persistence variables. Hierarchical regression analyses indicated that academic self-efficacy, program use, and race rejection sensitivity were the strongest predictors of minority first-generation college students' persistence. Implications for practice, study limitations, and directions for future research are also discussed.</p>

<p> Children often use social exclusion both to establish friendships and to protect interactive space during early childhood (Fanger et al., 2012). However, previous research has focused on elementary school age. The purpose of the current study was to examine the relationship between friendship and exclusion among preschool children. The current study observed 16 focal children (named either part of a best friend pair or non best friend pair) for all behaviors related to being a perpetrator or victim of six types of exclusion as named by Fanger et al. Results revealed that children who were part of a best friend pair excluded others more, but were excluded by peers less while children who were not named as having a best friend excluded less, but were excluded by others more. These results identify a need for further research on social exclusion within the preschool context.</p>

<p> The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who have left is a costly challenge. In California, 13% of new high school teachers leave the profession within the first two years of teaching and 22% leave within the first four years, even after successful completion of a teacher support program funded by the state (Reed, Reuben, &amp; Barbour, 2006). Teacher attrition is a growing concern to both the state and the nation.</p><p> In this quantitative correlational study, one public high school within San Diego Unified School District served as a sample reviewed for data relating to teacher job satisfaction and elements of educational leadership that work to promote teacher retention. Data were analyzed to formulate a conclusion regarding job satisfaction and the set of predictor variables including the general quality of administrative leadership within a teacher&rsquo;s educational environment, problem-solving conducted by the leadership in place, professional respect demonstrated for the educator by school leadership, professional development opportunities for teachers, and projected length of employment of the teacher. </p><p> A Bonferroni adjustment was performed on the original alpha level (&alpha; = .05) to reduce the likelihood of a type I error (false positive interpretation). Due to the application of the Bonferroni correction, the research study presented the finding that job satisfaction was not related teacher job satisfaction. Recommendations include the integration of relevant, focused professional development opportunities for teachers, with the ultimate goal in mind to retain dedicated, quality educators who seek to improve the lives of their students daily.</p>

<p> This case study examines the effect of a yearlong place-based educational project on a single class of middle school students aged 11-14 at a public charter school in Santa Rosa, California. Of particular interest in this case study was the development of the concepts of belonging and place through the perceptual lens of the middle school student and through the vehicle of place-based education. This study utilizes qualitative methods including participant observation, interviews and pre and post surveys. The findings of this study suggest that the outdoor environment was very engaging for learning. Students reported that the development of a sense of place spurred from repeated visits to the nature preserve over long periods of time. These students indicated that a sense of belonging emerged to the preserve because of the stewardship aspect of the place-based educational project. Students felt a sense of stewardship toward the land after the project, and that sense of stewardship characterized a feeling of belonging. Cosmology was also a factor in understanding how these young adults came to define what it means to feel a sense of belonging to their local natural place.</p><p> Keywords: <i>place-based education, sense of belonging, sense of place, stewardship, cosmology or new cosmology, community action, alienation or isolation, ecopsychology, biophilia hypothesis, placelessness, and constructivist curriculum-culture model.</i></p>

<p> The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were <i>choice, brotherhood, acculturation, and Catholic.</i> These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.</p>

<p> This study examined an existing afterschool, outdoor-based program called <i> Challenge: Nature.</i> This program worked with students in sixth-grade through eighth-grade, who had been recognized as struggling with characteristics of a Significant Identifiable Emotional Disability (SIED). The goal of the study was to identify the effect this program provided to the participants, as well as how new skills and knowledge were transferred from the afterschool setting to other domains of participants' lives, including at school, at home, and in social situations. The research consisted of an action research project using a mixed-methods approach, with existing data previously collected through the host organization. This approach included parent and student surveys, direct observation sheets, and data from the school district. The data collected spanned three years, from the program's conception, to the middle of the 2012-2013 school year. Through data analysis, this study provided an overview of the effects of the program and made suggestions based on the findings.</p>