<p>Although liberal attitudes toward homosexuality have been increasing in recent years, sexual minority youth continue to face bullying and isolation at school. Gay-straight alliances (GSAs) have recently emerged as a solution to this problem. While research demonstrates positive effects of GSAs, little is known about the specific processes through which GSAs work to improve the school climate. We must also consider that GSAs operate in high schools which function as their own bounded social worlds with unique sets of rules and social hierarchies. These hierarchies influence both gay and straight youth’s experiences, including who gets bullied, and who carries out the bullying. Using qualitative research methods, including semi-structured interviews with 50 students from 6 Windsor high schools, including 21 lesbian, gay, bisexual, bi-curious, pansexual and queer (LGBPQ) youth, this study explores these issues. I begin by examining how status hierarchies in high schools vary based on the size of the school and average parental income. In doing so, I argue that status hierarchies should be re-conceptualized from being thought of as simply vertical to accommodate multiple sources of status and varying competition. I then delve into an examination of how status and bullying are interconnected. Here, I find that for both gay and straight students, social networks work to prevent isolation as well as bullying. Bullying in high schools also takes on a situational nature, as bullying episodes often predominate in certain areas and in front of certain status group audiences. Finally, I explore how social networks intersect with gay-straight alliances in various social hierarchies, and how GSAs work as social networks that have a protective ability against bullying. I find that GSAs can work to improve school climate and challenge existing hierarchies, but this is tempered by the hierarchies in place. Implications for anti-bullying strategies are also discussed.</p> / Doctor of Philosophy (PhD)

<p>This dissertation takes a multi-level approach to studying attrition and time-to-completion (TTC) in Canadian graduate programs. I draw on three distinct data sources to provide macro, meso, and micro-level analyses of the characteristics, program features, and other aspects that affect graduate student outcomes. My research is informed by existing attrition models and frameworks and takes a policy sociology approach to providing evidence-based recommendations to be implemented at government, institution, and department levels.</p> <p>My meso-level analysis presented in chapter two uses logistic regression and discrete-time survival analysis with time-varying covariates to analyze data from the Youth in Transition Survey, Cohort B. The pre-entry attributes identified in Tinto’s (1993) model of attrition are examined to help to uncover the type of student most likely to dropout of graduate school. Certain demographic and background characteristics, such as being married and having children, are shown to reduce the likelihood of graduating, while academic performance and experiences tend to be most relevant for entry to graduate school.</p> <p>My third chapter presents my meso-level analysis of TTC and completion rates for thirteen doctoral programs at Carleton University using publically available data for six cohorts. In an effort to deepen our understanding of the variation that exists, program requirements, obtained from archived graduate calendars, are coded and included in my analysis. The results show that at the faculty level, Science reports the lowest average TTC, only slightly lower than Engineering, and Social Sciences have substantially longer average TTC. Completion rates are also shown to vary by discipline and faculty, with Science again reporting the highest completion rates and Social Sciences the lowest. In addition to differences by faculty and disciplines, certain program requirements are found to be negatively associated with successfully completing a doctoral degree.</p> <p>The fourth chapter contains my micro-level analysis of two Sociology departments in two Ontario research intensive universities. My research was informed by interviews with completers, non-completers, and faculty I shed light on the process of attrition and barriers to timely completion. This chapter highlights how aspirations differ between groups of students, and how a department’s climate can have indirect effects on student outcomes. Faculty and students are shown to have some different perceptions of factors that lead to non-completion and the importance of supervisory relationships is found to be paramount to both student experiences and outcomes. Students face many challenges throughout their journey in the doctoral program, but many can be overcome through a department’s recognition of challenges faced as well as a commitment to improve them. Additionally, this paper highlights barriers to timely completion and reasons for withdrawal.</p> / Doctor of Philosophy (PhD)

The aim of this study was to explore how the newly acquired democratic dispensation in South Africa has affected the lives of secondary school learners. A literature review was undertaken on democracy, democratic citizenship and democratic government. An empirical investigation using a qualitative phenomenological approach examined the situation of secondary school learners using the various agencies of citizenship, namely the family, peer groups, the school and the community. Data was gathered by focus group interviews. It emerged from the examination of the collected data that democratic citizenship has improved the situation of secondary school learners regarding their interpersonal relationships with their families, peer groups, school-mates and other members of the community at large. However, the findings indicated that the democratic dispensation has not yet had a significant impact on the situation of secondary school learners at school and in their communities. / Educational Studies / M.Ed. (Philosophy of Education)

No description available.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study focuses on the learning practice construction of selective poor learners in their rural workers class context. The construction of learners’ learning practices in their neighbourhood context is a complex process of confluence, and largely depends on their context-specific perceptions and conceptualisation. In the South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. From a sociological perspective, this study focuses on how high-school learners in a working-class neighbourhood construct their learning practice amidst their particular community dynamics. The study uses the analytical lens of space in order to investigate the underlying relationship between youth development and the youths’ construction of their learning practices in their neighbourhood context. It emphasises learners’ life experiences in their residential space (the neighbourhood) in the construction of their learning practices. This is an important focus in order to explore the dynamic relationship between learners’ spatial living dynamics and how they navigate within their neighbourhood in order to construct their learning practices. The study focuses on how the students experience the neighbourhood in relation to their learning practices, and how these aspects manifest in the shaping of their learning practices. Also key to the study is the learners’ socialisation processes with regard to their learning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The study’s primary point of departure is that there is a unique relationship between these learners’ living contexts and how they construct and position their learning practices within this context. I place this study within the qualitative interpretative paradigm, as I attempt to describe and understand how these learners [un]consciously draw from practices and interactions in their living context to shape their lerning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The research shows how the students – based on their own resources, networks and interactions as well as their own agency – position themselves in relation to their learning practices in order to construct their learning practices. In this way, the study reveals how the participating learners draw from the practices out of their doxa and habituated dispositions to construct their emergent learning practices in their living spaces (neighbourhood) – in order to give content to their learning practices. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die leerpraktykkonstruering van geselekteerde arm leerders in hulle landelike werkersklaskonteks. Leerders se leerpraktykkonstruering in hul woonbuurtkonteks is ʼn komplekse proses van samevloeiing, en hang grootliks van hul konteks spesifieke opvattings en konseptualisering af. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklasleerders se leervermoëns as problematies sien. Uit ʼn sosiologiese perspektief konsentreer hierdie studie op hoe hoërskoolleerders in ʼn werkersklaswoonbuurt hul leerpraktyke konstrueer te midde van hul besondere gemeenskapsdinamiek. Die studie gebruik die analitiese lens van ruimte ten einde ondersoek in te stel na die onderliggende verwantskap tussen jeugwording en die jongmense se leerpraktykkonstruering in hul woonbuurtkonteks vas te vang. Die klem val op die leerders se lewenservarings in hul omgewingsruimte (die woonbuurt) ter vorming van hul leerpraktyke. Dit is ʼn belangrike fokuspunt ten einde die dinamiese verwantskap te ondersoek tussen leerders se ruimtelike leefdinamiek en hoe hulle daarin hul weg baan ten einde aan hul leerpraktyke gestalte te gee hoe sodanige konstruksies verstaan moet word. Die studie fokus op hoe die leerders die omgewing ervaar met betrekking tot hul leerpraktyke, en hoe hierdie ervarings geopenbaar word in die vorming van sodanige leerpraktyke. Sleutel tot die studie is die leerders se sosialisering prosesse met betrekking tot hul leerpraktyke. Die studie se primêre uitgangspunt is dat daar ’n unieke verhouding is tussen hierdie leerders se beleefde konteks en hoe hulle hul leerpraktyke bou en posisioneer binne hierdie konteks. Ek plaas die studie binne die kwalitatiewe interpretatiewe paradigma, soos ek probeer om te beskryf en te verstaan hoe hierdie leerders [on]bewustelik en by wyse hul interaksies in hul beleefde kontekste betrokke raak in die vorming van hul leerpraktyke. Kwalitatiewe navorsing instrumente, soos veldnotas, deelnemende en nie-deelnemende waarnemings, sowel as formele en informele onderhoude, word gebruik om die navorsingsvraag te beantwoord ten einde die doelwitte van die studie te bereik. Die bevindinge gaan in verhalende-formaat aangebied word volgens die relevante temas, en word ook op ’n narratiewe wyse ontleed. Die navorsing toon hoe die leerders op grond van hul hulpbronne, netwerke en interaksies sowel as hul eie agentskap – hul leerpraktyke posisionering en bou. Op hierdie manier poog die studie om te toon hoe die deelnemende leerders by wyse van aspekte uit hul woonbuurtpraktyke gestalte te gee aan hul leerpraktyke.

Analysis of NORC and DAS data from 1956 to 1980 shows continuous increases in support for equal treatment or equal status for minority group members. This change is found to result largely from a shift in the overall cultural environment in America. Education is found to have a constant effect in reducing prejudice even in periods of time and in subcultures generally hostile toward egalitarianism. Evidence shows the more educated have more access to sources of correct information. It is asserted that on the question of basic equality among men, women, and various racial or ethnic minorities the answer supported by facts is that all groups are quite equal in all innate abilities and potentials. Education is seen to give one greater access to this truth. Regional differences between the non-South and South, while large forty years ago, have continuously decreased. By 1980 there remain only small differences with the South still less egalitarian on most measures. It is predicted that egalitarian attitudes toward all groups will continue to increase in America because all factors associated with more egalitarianism, interdependence, organization and power of minority groups, and sharing of a common culture are increasing.

<p>The purpose of this qualitative study was to explore the narrative of Latina graduates who successfully navigated through community college and 4-year institutions in the STEM fields. Rather than focus on what these students lack as much of the current research does, the study explored what assets these students bring that supports their success in STEM fields. Utilizing an ethnographic interview approach, participants who attained STEM baccalaureates in California were interviewed. Qualitative findings revealed various experiences, attitudes, and cultural influences that led to successful completion of a STEM degree. First, the study found that successful community college Latina STEM graduates exhibit grit, are resilient, determined, and have positive attitudes about their underrepresentation in STEM. Second, participants sought after peer, faculty, and staff relationships that helped them be successful. Lastly, participants had the support of their families and reported a high level of connectedness to their culture. Implications, recommendations for practice, and directions for future research are discussed.

<p>This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.

Educators face multiple forms of misbehavior in the classroom on a regular basis. Quantitative data in the academic literature indicates that some subgroups, particularly minority students, lower income students and boys, face higher rates of disciplinary actions than their peers. Whether this indicates that those students misbehave more often, whether their actions are perceived differently by educators, or whether they are punished more harshly for their misbehavior are issues that are not well-settled by academic research. This research project addresses this gap in the literature, by addressing how the overrepresentation of subgroups may occur and by addressing the decision-making process in general, regardless of a student’s social characteristics. This qualitative research project provides an in-depth account of daily life at a rural high school in Kentucky, illustrating instances of misbehavior within the classroom and the various methods that teachers employed to control the misbehaving students. This project gives voice to the teachers, giving consideration to the factors that impacted the decisions they made with respect to consequences for misbehavior. This research project triangulates observations and interviews with disciplinary data from the school to provide a detailed picture of misbehavior and the resulting consequences. The teachers at this school typically gave students ample opportunity to rectify misbehavior before moving to more serious sanctions and considered consequences for most misbehavior on an individual basis. Nonetheless, minority students were overrepresented among students referred to administrators for misbehavior, indicating the possibility of a cultural mismatch between white educators and students of color. At the administrative level, consequences were fair and consistent, and no evidence of discrimination against any subgroup was demonstrated.

<p> The purpose of this study was to investigate which of the 7 motivational factors measured in the Student Motivations for Attending University-Revised (SMAU) survey developed by Phinney, Dennis, and Osorio (2006)&mdash;career/personal, humanitarian, prove worth, default, expectation, encouragement, and help family&mdash;if any, contribute to African-American male and Latino male community college completion/graduation at a 2-year community college in Southern California and transfer to 4-year universities. This study employed a survey design and the target population included MOC that were enrolled in a community college in Southern California. This study used a quantitative, correlational method to measure men of color (MOC) students&rsquo; perceptions of persistence, academic success, and motivational factors related to enrollment and persistence at a community college in Southern California. The participants were selected through non-probability sampling in a non-controlled setting utilizing the target population from a community college in the South Bay area of Southern California. The population of African-American and Latino males is steadily rising, thus increasing the prevalence of these 2 ethnic groups at 2-year community colleges. An extensive literature review demonstrated that both male African- American and Latino community college students are the most prominent groups by ethnicity and gender, yet both groups are the least likely to graduate and transfer to 4-year universities. After reviewing the literature regarding MOC in postsecondary education and considering the findings from this study, the foremost leading motivational factor for male African-American and Latino community college students to enroll and persist in college is their desire and priority to help improve the condition of their family&rsquo;s financial status. The second highest rated motivational factor for MOC to enroll and persist in community college is based on their career/personal goals and pursuits. The least motivational factor promoting academic success for these 2 male racial/ethnic groups included feeling pressured by friends and feelings that they had no other alternatives.</p>