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Attitudes toward ethnic groups an examination of their structure and theoretical determinants /Jackman, Mary R. January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Reading race : the curriculum as a site of transformationEsakov, Heidi-Jane. January 2008 (has links)
Thesis (MEd (Education)-University of Pretoria, 2008. / Includes bibliographical references.
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Confronting racism uniting people of diversity /Billups, Christie, January 2001 (has links) (PDF)
Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2001. / Vita. Includes bibliographical references (leaves [71]-72).
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Attitudes of Chinese in Hong Kong towards JapanNg, Sik Hung. January 1973 (has links)
Thesis (M.Soc.Sc.)--University of Hong Kong, 1974. / Also available in print.
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Confronting racism uniting people of diversity /Billups, Christie, January 2001 (has links)
Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2001. / Vita. Includes bibliographical references (leaves [71]-72).
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Student ratings of instruction in a community college : effects of student and faculty ethnicityCiereszko, Ana Alejandre 23 July 1991 (has links)
Purpose: The purpose of this study is to explore the relationship between student and faculty ethnicity and possible effects upon student ratings of faculty performance in an urban community college setting characterized by extensive ethnic diversity.
Problem: Though many variables on student ratings of instruction have been studied in the past, studies of the effects of student and faculty ethnicities on student ratings at the post secondary level have not been conducted. As increased numbers of minority students embark on post secondary studies, the question arises as to whether these students perceive instructors and their efforts in the classroom differently than traditional students.
Methodology: A survey-type instrument, the Student Feedback Questionnaire, was developed at Miami-Dade Community College and administered to students enrolled in randomly selected English composition courses (N=948 students, 72 instructors). Factor analysis was conducted on the instrument and the relationship of these factors with student and faculty ethnicity was examined by means of multivariate analysis of variance. Instructors were separated into higher and lower rated groups according to a total score obtained from the instrument. Differences on student ratings for these two groups according to student and instructor ethnicity were examined.
Findings: The following factors were obtained:
Factor 1: Focus on the Individual
Factor 2: Competence in Classroom
Factor 3: Approach to Material
Factor 4: Grading Policy
Factor 5: Listening to Students
Factor 6: Clarity in Course Objectives
Factor 7: Fairness of Exams
Factor 8: Active Learning
Hispanic faculty were rated less favorably by white non-Hispanic students for Factor 2, Factor 3, and Factor 5. For Factor 5, Hispanic students rated white non-Hispanic faculty lower than black students.
For higher rated instructors there were no significant differences in ratings according to student ethnicity. For lower rated instructors, students of the same ethnicity as their instructor did not give significantly different ratings than other students.
Student gender was significant for both higher and lower rated instructors, with males giving significantly worse scores.
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Study abroad as contested space of global and local discourses : Japanese male students’ study abroad experiences in VancouverTakayama, Keita 11 1900 (has links)
This qualitative study examined Japanese students' study abroad experiences in Vancouver.
I conceptually framed study abroad as contested space where global and local (national) discourses
converge and shape these students' experience. Based on this conceptual understanding of study
abroad, I reviewed three global and local (national) discourses that were relevant to Japanese
students' study abroad experiences: neocolonialism, "internationalization," and nihonjinron
(discussions of Japanese uniqueness). These three discourses were monitored throughout Japanese
students' study abroad experiences to examine how they would shape these students' experiences
and how these students would negotiate to construct their experiences in the midst of these
discourses. Furthermore, as the sub-theme of the study, I examined Japanese students' study
abroad experiences in terms of Edward Said's (1995) hope for the creation of non-essentialist, nondominative,
and non-coercive form of knowledge. I examined the possibility of study abroad
experience as a transformative educational experience that helps students decipher the hegemonic
and ideological limitations on their knowledge of "race" and nation.
From May to November 1999,1 conducted participatory observations and semi-structured
interviews with seventeen Japanese male students who had resided in Vancouver for more than six
months. The data suggested that the three discourses of necolonialism, "internationalization," and
nihonjinron (discussions of Japanese uniqueness) were manifested to shape the Japanese students'
experiences. I argued that as a consequence of the manifestation of these three discourses, the
Japanese students rendered "Canadians" into the "Other." Furthermore, this bi-polar and essentialist
understanding of "Self and "Others" led to their objectification and commodification of
"Canadians" as a medium for "internationalizing" themselves.
I conclude that study abroad experiences in Vancouver was not effective in helping the
Japanese students go beyond the global (neocolonial) and local (national) ideological discourses.
Rather, the study suggested that the Japanese students' study abroad experiences reinforced their
preconceived sense of human difference, leading them to view "Canadians" as discontinuous from
"us," which enabled them to commodity them merely as a medium for "internationalizing"
themselves. Given the findings of the study, I suggest for employing a postcolonial perspective in
the examination of foreign students' study abroad experience. I also call for critical re-evaluation of
study abroad experiences of foreign students, in particular, Japanese students and for the attempt to
turn study abroad into a transformative learning opportunity that helps students move beyond
hegemonic imperial discourses of "race" and nation. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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In search of self : a closer look at Mexican American heritage seeking studentsMorones, Rachel Bright 01 January 2004 (has links)
This qualitative study explores the complexities of a little studied international student population called heritage seekers. Focusing specifically on Mexican Americans studying abroad in Mexico, this investigation examined a group from California living in the central state of Queretaro. Information on their experience was collected via a questionnaire applied upon their arrival in Mexico and a two hour interview with each of the participants conducted midway through their study abroad. Their experiences were compiled into profiles and analyzed using theories from four different areas of intercultural study including acculturation, identity, Chicano studies, and friendship development. This investigation produced a series of demographic continua, a list of experiences students are likely to encounter, and suggestions for international educators for meeting the needs of this student population.
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Attitudes towards desegregation in the United States 1964-1978Hook Czarnocki, Susan A. (Susan Amy), 1942- January 1989 (has links)
No description available.
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Immigrant perceptions of Canadian schools : a study of Greek parents in MontréalShore, Bettina January 1979 (has links)
No description available.
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