Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Thomas Ilvento, Dept. of Food & Resource Economics. Includes bibliographical references.

Education has proven to be a powerful tool. Higher education in particular has been and continues to be utilized in various ways around the world and has been instrumental in the rise of societies including Americo-Liberian society in Liberia, West Africa. This study investigates how education has been instrumental in the formation of identity for Americo-Liberians (descendants of historically oppressed groups), demonstrates the relationship that existed between education attainment and social stratification within their system, and uncovers the socialization process that existed within the Americo-Liberian system of education. A critical analysis of social structure and history was undertaken to demonstrate how a mythical norm and cultural capital were key in both the identity formation and destruction of the Americo-Liberian population in Liberia, West Africa. Other theoretical frameworks, in particular "othering" were utilized throughout this dissertation to further demonstrate the rise of Americo-Liberians through their employment of a mythical norm and cultural capital, which ultimately led to their demise. A historical case study method was utilized to uncover the cultural capital of the preferred upper class and political elite, known as Americo-Liberians, which was deeply embedded within their system of education. In all, the system that was set up to ensure their privilege led to their demise and the complete destruction of the country as a whole.

Thesis (M.S.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Census information indicates that Latinos are the largest minority school-age population, yet they represent a very small percentage of the students earning post-secondary degrees. Some contend that institutional discrimination, intertwined with racial ideologies are preventing Hispanics from achieving higher levels of education. The purpose of this study was to determine whether Latinos are less likely to complete at least a bachelor's degree than their non-Latino peers, and to determine if there are variations in educational attainment among the different Latino subgroups. This study aims to discover if these propositions are true by analyzing the High School and Beyond data set available through the Inter-University Consortium of Political and Social Research. Findings show that the aggregate, Hispanics, are indeed less likely to complete at least a bachelor's degree in comparison to their White and Asian peers. However, the differences between Hispanics and Blacks or Native American is not significant. Additionally, in terms of the subgroup analysis, Mexicans and Puerto Ricans are less likely to go to college then their Cuban peers. Finally, Cubans do not differ significantly from their Asian or White peers. These preliminary findings begin to illustrate the dangers in using a pan-ethnic label. / Master of Science

Vietnamese refugee children resettled in the West seem doomed to inevitable failure at school. The profound psychological, sociocultural and educational adjustments required of such children in their country of asylum have encouraged many writers to view the 'chances of survival' of such children from a largely pathological perspective of 'doom and gloom'. In examining the 'educational coping' and 'social adjustment' of a group of Vietnamese refugee children resettled in three counties in Southern England, this Study found that somewhat contrary to expectations, the majority of the Sample showed not only 'good' Social Adjustment, but also Reading and Mathematics attainment that did not differ significantly from 'national norms' for the ordinary school population in the U.K. In attempting to account for these main findings of the Study, a number of factors in the home, school and individual circumstances of these children were explored. Of these, four factors were seen as particularly crucial to the early transition and overall school adjustment of these children. These are: the strong sense of security and family solidarity enjoyed by the majority of these refugee children within the context of their generally stable and supportive homes; the practical interest and concern shown by most of these parents in the academic progress of their children; the initial special language help received by the older refugee children; and the effective liaison-service maintained between these refugee homes and the school. The wider issue• of the British host society's response to these incoming Vietnamese refugee-immigrants is considered in the last Chapter. The inadequacy of an 'assimilationist' approach to the education of ethnic minorities is examined, along with the need for a complete reappraisal and reorientation of the existing educational system to meet the changing needs of a multicultural British society.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iv, 60 p. : map (part col.). Includes abstract. Includes bibliographical references (p. 54-56).

Magister Economicae - MEcon / From 1947-1994, South Africans were ruled under apartheid – a racially discriminatory political and economic system. As the name itself implies, apartheid is an Afrikaans name meaning “apartness”. The provision of education in South Africa during this regime was poor, particularly for the African (black) population and most especially those living in homelands. This led to under-investment in human capital development particularly in the rural areas which resulted in, low levels of skills that have persisted till today. This has hindered those lacking the required skills to obtain lucrative employment and earning prospects. This study aims at investigating the impact of a household head’s educational attainment level on the poverty status of the household in South Africa with case study of Limpopo province. This study sought to establish if education has an effect on the poverty status of households in Limpopo Province. The Income and Expenditure Survey (IES) data conducted by Statistics South Africa, for the period 1995, 2000, 2005/06 and 2010/11 were used to carry out this investigation. The official absolute income poverty lines of R3864 (lower bound) and R7116 (upper bound) per capita per annum in 2000 prices were used. In order to establish the relationship between education and the poverty status of an individual or a household, a probit regression model has been used. The results obtained revealed that, there is a strong tendency for lower educational attainment to be associated with a higher prevalence of household poverty. That is, households headed by someone with primary or no education are more likely to be poorer than those headed by someone with tertiary education. Rural and Black households are the most vulnerable in Limpopo Province. Although there is large allocation of resources towards education, educational outcomes have not improved. This raises questions regarding the lack of association between educational outcomes and resource allocation.