Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992. / Source: Masters Abstracts International, Volume: 45-06, page: 2750. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves [89-91]).

Thesis (Ph. D.)--University of California, Santa Cruz, 1996. / Typescript. Includes bibliographical references (leaves 219-229).

Over the past twenty years, parental choice has become the favoured Government policy governing school allocation and the dominant legislative approach for improving educational attainment. The existing sociological research on school choice has primarily focused on the ways in which families of different socioeconomic backgrounds have engaged with the process of listing preferences for secondary schools; while class has been emphasised, the choice processes of ethnic minorities have received little attention. Yet the persistent educational challenges faced by Afro-Caribbean students across class boundaries since the early years of migration to England raise questions about whether choice policies’ promise of improved academic performance extends to all ethnic groups. This study focuses on Afro-Caribbean families and their engagement with the process of selecting secondary schools in Birmingham. Twenty individual families in semi-structured interviews and ten additional mothers in two focus groups shared their experiences of listing school preferences. To develop a fuller understanding of how these Afro-Caribbean families made their school choices, this study draws upon Courtney Bell’s (2005) application of ‘choice sets’ to education. Families’ choice sets – the schools which they perceived to be available options – were shaped by various factors, including past school experiences, the schools available in the local authority, and Birmingham’s school allocation criteria. Additionally, geographic considerations, the ethnic mix of a schools’ student population, and families’ access to social networks also influenced which schools families saw as possibilities. Ultimately, while there was no single ‘Afro-Caribbean’ way of selecting schools, this study highlights the circumstances and structures faced by many Afro-Caribbean families which constrained their choice sets, and consequently, the schools to which their children were allocated. Though this thesis is limited in its generalisability, its conclusions lay the foundations for future research into the ways in which ethnic identity is lived in the educational context.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 126-129).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 76-85). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 76-85). Also available on the Internet.

The objective of this study was to determine whether formal, primary education could increase the level of ethnicity in children. One hundred Jewish children completing grade 6, and their parents, were measured on a series of instruments designed to evaluate their level of ethnic identity. Half the children had received their full education in private, parochial schools, while the other half had attended public, secular schools. The two samples were further sub-divided so that each sample consisted of 25 children of Ashkenazi descent and 25 of Sephardi descent. The data were subjected to a multivariate analysis of covariance wherein the variance attributable to the parents was partialled out. The results indicated that formal, parochial education does not effect an increase in the level of ethnicity, and that parental and community factors are the primary determinants of a child's ethnic identity. The results also demonstrate that the Sephardi children, despite their affinity to the Jewish people, have a less positive image of the Jewish community when compared to the Ashkenazi majority. The Conflict Theory model, which views the school as a mirror of the forces in society at large, was seen as the best explanation of the data.

Thesis (M.A.)--York University, 1997. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 151-156). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27350.

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This study aims at ascertaining via a cross-country/cross-city comparison why different national contexts characterized by allegedly opposite ideologies concerning the incorporation of immigrants (namely, the British Race Relations/multicultural model and French republicanism) have led to the adoption of similar policy tools in the prevention of forced unions amongst young people of ethnic minority background. In order to do so, the study will examine French republican and British multicultural rhetoric and policies aimed at the prevention of forced marriage at different institutional levels, with a focus on the preventive role played by the educational sector and within a historical institutionalist theoretical framework. The comparison begins with a consideration of French and British national rhetoric and policies against forced marriage from 1997 to 2008 to develop an adequate framework for the analysis of the preventive role attributed to educational policies in four major localities (the capital cities, Paris and London, and the second two largest cities per population size, Lyon and Birmingham). Despite differences in the policies and rhetoric adopted by multicultural Britain and republican France to tackle forced unions, the study hypothesizes a common trend in the ways French and British public authorities conceptualize the practice of forced marriage - intended mainly as the product of cultural difference. Similarities in the conceptualization of the practice, in turn, have contributed to the identification of similar policy tools despite dissimilar institutional contexts. Such a hypothesis contrasts with one of the key claims of historical institutionalism, according to which dissimilar institutions lead to different policy outcomes across different countries. The study will introduce the role of ideas – in the form of frames (Bleich 2003) – as a tool to explain the reasons why French and British policies aimed at the prevention of forced unions have led to similar policy outcomes despite dissimilar institutional contexts.