Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1977. / Abstract. Includes bibliographical references (leaves 397-402).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 191-196). Also available via the Internet

Thesis--Hamburg.

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1977. / Abstract. Includes bibliographical references (leaves 397-402).

Thesis (Ph. D.)--University of Hawaii at Manoa, 2001. / Includes bibliographical references (leaves 210-236). Also available on microfiche.

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1977. / Abstract. Includes bibliographical references (leaves 397-402).

The purpose of the study is to develop a framework for feminist participatory research, an alternative, emancipatory approach to social science research. Feminist participatory research, which challenges male oppression of women, is important in light of participatory research's intention to uncover and change systems of oppression. The study builds a rationale and framework for feminist participatory research through a critical literature review and a field-based feminist participatory research project with a multicultural former battered women's group in Gallup, New Mexico. Thus, the framework is a result of praxis, i.e., interaction between theory and practice through a reflection-action cycle. To establish a rationale for feminist participatory research, the study examines dominant and alternative paradigm social science research. Examination of participatory research exposes androcentric, i.e., male-centered, aspects similar to the male biases of dominant, positivist-informed research. A comparison of feminist and participatory research provides the basis for a feminist participatory research framework. The second part of the study describes the Former Battered Women's Support Group Project. Anglo and Navajo women name, investigate, and explore solutions to problems they face after leaving a local shelter. Extensive interview material is included. The project is analyzed and evaluated using both participatory research characteristics and the framework. Participants have a voice in project evaluation. The study concludes with recommendations for further developing feminist participatory research. The study is of interest to participatory and feminist researchers and those exploring emancipatory research approaches. It may interest practitioners and researchers working with former battered women.

<p> Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.</p>

<p> The plight of foster youth having low graduation scores compared to their peers is a prevalent problem depicted in research for years. Statistics show foster youth as being an at risk-group for completing high school education and leading them to a lower quality of life once emancipated from the foster care system. Foster youth face incarceration, unemployment, lower wages, homelessness and substance abuse once adults, and there is a need for the strengthening of educational achievement in this at-risk population. The need for social workers&rsquo; to collaborate with school personnel is a necessary preventative measure to increase the quality of life with foster youth. </p>

Personal tutoring is a term commonly used in the policy and practice of higher education. Extant literature utilizes the term, but there is no common understanding of its ethos within the higher education profession. Consequently the tacit nature, purpose and outcomes of one-to-one interactions between tutors and students, which have been at the heart of UK higher education since medieval times, risk invasion by policy imperatives such as employability and student retention, or risk marginalization as off-stage activities that occur in invisible space at the periphery of higher education practice. The thesis begins by exploring research and literature on the social and institutional contexts of activities which involve personal, supportive interaction between tutors and students, alongside literature on emotion work and emotional labour, counselling supervision and therapy culture, using a theoretical lens of critical social interactionism. This produced themes which were used to frame part of the data production and analysis. The purpose of the research is to explore the essence of the personal tutorial from the tutor’s practice perspective, and to locate this in its social and institutional contexts, enabling tutors to illuminate the essence of practice that takes place behind closed doors. The focus of data production is the reflective accounts of tutors participating in the study. Ten participants from a range of UK universities produced brief written reflections about one-to-one interactions with students, followed by an individual interaction between researcher and participant, based on exploring the written reflection. These methods are underpinned by critical theory which relates to the emancipatory, transformative outcomes of facilitated critical reflective practice. Participants revealed critical reflection is unlikely to occur in the absence of facilitation. The opportunity for tutors to take part in facilitated, critical reflective practice to explore personal interactions with students produced awareness of what shapes the nature and outcomes of personal tutoring, often resulting in transformation and articulation of practice. Contextualization by participants tended to be limited to institutional and personal factors, there was less engagement with wider social policy issues. There was little evidence that participants were aware of literature and practice models relating to personal tutoring, and little evidence of professional development opportunities in this area. Practice generally occurred in invisible space and time, and tended to be based on personal judgement rather than practice ethos. If personal tutoring is to become established as an essential practice at the heart of higher education, action will be needed to recognize and value its ethos, including social and pedagogical purpose.