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Praxialism: A Philosophical Foundation of Multicultural Education in a Democratic SocietyAnosike, Philemon O., Sr. 11 July 2013 (has links)
No description available.
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Dubbin' the Literary Canon: Writin' and Soundin' A Transnational Caribbean ExperienceHarding, Warren 12 July 2013 (has links)
No description available.
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The Influence of Client Socioeconomic Status on Counselors' Attributional Biases and Objective Countertransference ReactionsDougall, Jennifer Lara 20 May 2010 (has links)
No description available.
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A Project to Develop and Evaluate an Outreach Manual for Black Churches Located in Flint, MichiganDotson, Kenyetta 17 April 2023 (has links)
No description available.
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Stories of Persistence: Filipina/o American Undergraduate Students in a Private, Catholic, and Predominantly White UniversityBailon, Angelica M. 01 July 2012 (has links) (PDF)
At more than three million, Filipina/o Americans are one of the largest ethnic minority groups in the United States. Yet, few studies have focused on the experiences of Filipina/o Americans in institutions of U.S. higher education. Given the increasing disparity in degree achievement between first and second generation Filipina/o Americans, this qualitative study investigated the challenges to persistence that Filipina/o American undergraduates have faced in college and identified resources and strategies that have facilitated their survival in higher education. Through individual interviews and a focus group, participants shared their experiences in a private, Catholic, and predominantly White institution. This study found that challenges to persistence included feelings of cultural dissonance between Filipina/o Americans and a predominantly White and affluent student body, feelings of invisibility and marginality due to lack of representation in the institution’s academic and social spheres, and personal academic challenges. Their stories also elucidated that despite these struggles, students were able to persist. Campus subcultures such as ethnic and cultural organizations, an Asian-interest sorority, and service organizations were primary factors in persistence. Additionally, the support of family was key in fostering participants’ educational aspirations. Institutional characteristics such as size, religious affiliation and mission, and available resources were also cited as important factors in building their commitment to persist. The stories shared in this study are a testament to the need to destabilize dominant narrative of persistence in higher education to include Filipina/o American students who are often overlooked as a result of the model minority myth.
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Context and culture: A phenomenological study of blue-collar workers in two multicultural workplacesMilligan, Thomas P. 05 May 2022 (has links)
No description available.
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A study of time orientation, temporal integration and reading comprehension: Back to the futureRuffner, Tacey L. 01 January 1993 (has links)
Problem. Lower-track high school students' combination of poor reading comprehension, present time orientation and shortened temporal integration is an area that has been identified in a range of divergent literature, but little studied in terms of educational practice. Previous research into time orientation and temporal integration has failed to investigate a connection with reading comprehension. Purpose. The purpose was to determine if there is a relationship between time orientation, temporal integration, reading achievement/high school track level and reading comprehension. Procedures. Two measures, a Time Orientation Questionnaire and a Cloze Test of Reading Comprehension, previously identified and pilot tested, were employed. One class in each of four track levels (College Preparatory, General, Remedial and ESL) at two high schools was tested. The data were analyzed using descriptive and inferential statistics. Findings. The utility of the two measures was validated by this study. The data indicate that track placement affected 63% of the verb tense items reflecting time orientation on the Cloze Test, and 55% of the verb tense items reflecting temporal integration. The Cloze Test of Reading Comprehension differentiated among the four track levels of reading ability, and showed that there are temporal factors which are involved. These temporal factors have not been understood as elements which mediate between levels of reading comprehension. In addition, track placement affected 35% of the responses on the Time Orientation Questionnaire, which addressed future and present time orientations. Recommendations. The educational problem is how to accomplish temporal intervention by teaching about a broad range of temporality: (1) The teaching should focus on establishing a sense of the future, by starting from the present and incorporating the definite (past tense) and then the indefinite past (present perfect tense) in both teacher-student interactions and reading comprehension materials. (2) The primary vehicle is language and temporally-designed reading comprehension materials throughout the high school curriculum, indicating that a temporally-sophisticated curriculum can be designed to meet the needs of at-risk students.
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Social Determinants of Adolescent Risk Behaviors: An Examination of Depressive Symptoms and Sexual Risk, Substance Use, and Suicide Risk BehaviorsRespress, Brandon Noelle 06 July 2010 (has links)
No description available.
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Framing the Black Community: A Content Analysis of The Plain Dealer, Akron Beacon Journal and The VindicatorCalloway, TaLeiza J. 08 August 2008 (has links)
No description available.
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The Moderating Effects of Perfectionism and Ethnic Identity on the Relationship Between Sociocultural Pressure and Body DissatisfactionWilliams, Nicole M. 22 July 2009 (has links)
No description available.
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