Increasing the graduation rates of student athletes is one of the more visible NCAA academic goals. Overall student-athlete graduation rates have improved significantly among many institutional members. However, Historically Black College and University (HBCU) student-athlete graduation rates lag considerably behind. Although the NCAA claims that a causal relationship exists between lack of economic resources and lower student-athlete graduation rate for HBCUs, analysis within Division I HBCUs indicates no relationship between per student academic spending and the student-athlete graduation rates. Seeking an additional explanation for graduation rates, this case study examined the organizational culture of an HBCU athletic department with an exceptionally high student-athlete graduation rate. Framework for the study is based on historical research connecting performance to culture and understanding how culture is transmitted through socialization. A modified model based on Wiedman's (1989) undergraduate model of socialization was utilized as a conceptual framework.;Results indicate that a congruent culture emphasizing academics exists in the organization studied. Administrators, coaches, and student-athletes express a strong belief in the necessity to excel in academics and in athletics. They embrace and enact four core organizational values that serve as impetus for a positive academic culture: commitment, competition, compassion, and citizenship development. The culture originates with and is sustained by visionary leaders who ensure with purposeful design that like-minded staff socialize student-athletes into the culture. Implications for practice and future research are explored.

This experimental study examined the effects of different methods of training and verbal cognitive ability on second-grader's acquisition of social problem-solving skills and teacher-rated behavioral adjustment. Subjects were assigned by classroom to either classroom training only, classroom training with parent training, classroom training without parent training (those parents who were offered training but did not participate) or control. The 25-lesson Rochester Social Problem-Solving curriculum was taught three times per week for nine weeks by classroom teachers and a four session parent training component was taught by mental health prevention staff members and this researcher. Consistent with previous research, classroom instruction in Social Problem-Solving produced significantly greater increases in problem-solving skills for subjects in the classroom training, classroom training/parent training and classroom/no parent training groups than for subjects in the control group. In addition, all treatment groups improved on both behavioral adjustment variables while the control group scores decreased. Significant pre to post results were also seen on the problem variable for subjects in the classroom and classroom/parent training groups while similar gains were seen on the competency variable for subjects in the classroom training group. No correlation was discovered between social problem-solving skills and verbal cognitive ability, however a significant correlation was evident between the problem-solving and behavioral adjustment variables.;The significant cognitive problem-solving skills/behavioral adjustment relationship was believed due to the use of experienced teachers, the use of dialoguing by teachers and the age of the students.;The lack of consistent improvement of subjects cognitive and behavioral skills as the result of different training methods is thought to be due to the shortness of parental training, the need for increased behavioral practice and the brief time between the completion of training and posttreatment assessment.;Suggestions for further research in social problem-solving include an examination of subjects sociodemographic characteristics and the set of cognitive problem-solving skills as they relate to students adjustment, the generalization of cognitive and behavioral skills beyond training, the development of alternative and more psychometrically sound instruments to measure this construct, and improved methods for parent training. Finally, implications for education and counseling are explored.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 328-341).

Thesis (MEd(Education Management))--University of Pretoria, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 265-274) Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis--University of Chicago. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 166-170).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 107-121).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 107-121).

Thesis (M. Ed.)--York University, 1999. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 93-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ39240.

published_or_final_version / Education / Doctoral / Doctor of Philosophy