Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 157-163).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Wei-Na Lee and Marye C. Tharp. Vita. Includes bibliographical references (p. 125-143). Also available from the World Wide Web.

This study examined the demographic characteristics of a sample of Hispanic students enrolled at a Southwestern university. In connection with these data, the analysis proceeded to delineate the relationship between some selected personal characteristics and the reasons that influenced their decision to enroll in higher education. It was found that Hispanic students that come to the university directly from high school and those that transfer from community colleges were very similar demographically, linguistically and academically speaking. Moreover, the reasons that influenced their decision to continue their education at the university level were identical. Those were: (1) Training in your career interest. (2) Overall training. (3) Quality of course instruction. (4) Professional competence of professors. (5) Expense of the institution. (6) Intellectual stimulation provided by climate. At a deeper level, there were four main factors that underlied the dimensions for their reasons to enroll in higher education. Those were: Factor I "Democratic environment and facilities", Factor II "Internal and external cultural features", Factor III "Academic quality of the institution" and Factor IV "Social life of the institution." The statistical results of whether there were sex, socio-economic and language differences with the four factors, showed that the interaction of sex and language background of the respondent had an effect on "Democratic environment and facilities." The effects of socio-economic index and the language spoken at home were found significant on "Internal and external cultural features." The best predictor for the four factors was the socio-economic index. Based on these results, it is recommended that research efforts be expanded to Hispanics in other geographical areas, other levels within higher education and to students of other ethnic groups.

This work is centered on the archaeological site of San José de las Huertas, occupied from 1765-1826 and excavated in 2002-2004. In my historical study of this 18th-century village, I draw upon archaeological evidence, archived documents, and oral historical accounts in order to explore processes of community formation and maintenance as they are revealed through the reciprocal relationship of structure and agency, otherwise known as structuration. Since the performance of social identity is a consequence of community creation, its investigation provides one means through which structuration may be accessed. Through the analysis and integration of the various lines of information, my research contributes to our understanding of the complex relationships that connect objects and places to people and community. Located in the northern Borderlands of New Spain, Las Huertas was one of several outpost communities established in the mid-1700s to deter American Indian raids on the capital and principal settlements of New Mexico. As a buffer settlement, the village was founded by people with diverse and complex personal histories. The landless colonists who established the community were comprised of families who considered themselves to be culturally Spanish as well as those who were labeled as genizaros (war captives taken from various native groups who were then placed as servants in the homes of Spanish settlers and missionaries). As such, the crafting of a local community and its accompanying identity amidst a diverse mix of ethnic, class, gender, and kinship relations was an important part of negotiating daily life on this frontier, where remote communities faced many challenges and hardships that were particular to their locations. The range of data sources utilized by this project illustrate that the community of Las Huertas was constructed through social discourses of difference and similarity among informed and strategic social actors as they navigated different contexts: that of the community itself, in their dealings with colonial administrators, in their contacts with the Pueblo and Spanish-American settlements that neighbored the village, and when nomadic peoples attacked their homes and property. Kinship, age, gender, and religion comprised the principal vectors of social identity crucial in community formation, while status and ethnic affiliation (as defined by casta categories) seemed to be of greater concern to colonial officials and clerics. Las Huertasanas' associations with their neighbors also tended to be shaped through kin networks, in addition to economic transactions. But it was membership within the community of Las Huertas that served to contextualize social identities as they were enacted in all situations.

This is an exploratory, descriptive study that examines perceptions of the helping experience taking the views of a group of Puerto Rican adolescents from Newark, New Jersey and comparing them with the views of a group of adult helpers also from Newark, New Jersey. The study samples are selected using a purposive, non-random approach. A major purpose of the study is to examine the impact that the ethnic background of a helper might have on congruence or dissonance of perception with a group of Puerto Rican teenagers. With this idea in mind the helper sample is quota selected yielding roughly even numbers of Black, Latino and White helpers. A major assumption of the study is that congruence of views between a helper and client will have a positive impact on the helping experience. The study first describes the demographics and perceptions of its adolescent subjects. It then goes on to describe the demographics and perceptions of its adult helpers employing tests of significance to do inter-group comparisons. Finally the demographics and perceptions of the Puerto Rican adolescent subjects in the study are compared with each of the adult groups. The study hypothesizes that the ethnic background of a helping person will have an impact on congruence or dissonance of views with an adolescent group. More particularly the study hypothesizes that the views of Puerto Rican adolescents will be closer to the views of helpers of their own ethnic background or at least to helpers of a minority background and further away from the views of non-minority helpers. An instrument using both scaled and open-ended items was developed based on an operationalized definition of the helping experience. Data elicited through the instrument is analyzed using frequencies, chi-square and tests of significance. Qualitative material, which is used supportively relative to the central issues of the study, is analyzed using an inspection technique. Outcomes suggest that the Puerto Rican adolescents in the study feel more positively about a helping experience than do any of the adult groups. They tended to be closer to the Latino helpers than to the Black or White helpers in their perceptions, particularly in negative self perceptions and perceptions of their communities. Generally, they were closer to Whites than to Blacks in their perceptions. Beyond these general findings an analysis of congruence and dissonance of views between the adolescents and adult helpers in this study presents a very mixed picture, suggesting that for the population in this study there is not a consistent, overriding pattern. The study does establish that for its subjects the ethnicity of a helper is of importance but not of major importance in a helping experience. Competence and human qualities of warmth and caring are equally important. The study strongly suggests the need for basic research having to do with a significant population at risk - Puerto Rican adolescents - and the development of supportive counseling programs that are capable of reaching this population.

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 48-53).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 165-179). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Neal M. Burns. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--Colorado State University, 1985. / Typescript (photocopy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [37]-39).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.