Thesis (M.S.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 149-164). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 68-79).

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Eddie Glenn, John Godbold, Maureen Wall. Includes bibliographical references (leaves 158-168) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Idaho, Spring 2006. / Major professor: Russell A. Joki. Abstract. Includes bibliographical references (leaves 95-107). Also available online in PDF format.

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.

Although research speaks to the relationships between stereotype threat and academic performance, and race-based psychosocial variables and academic performance, little research thus far has investigated these variables simultaneously. To address this gap in the literature, the current study examined the impact of a negative stereotype induction on persuasive writing performance and post-task self-perceptions of academic performance in a sample of Black, White, and Hispanic undergraduate students. Unique to the current study is an additional investigation which reviewed the role racial/ethnic centrality plays in the relationship between stereotype threat and writing performance. A researcher generated measure of persuasive writing was administered to assess writing skills, and was scored based on a holistic quality scale with reported efficacy in the literature. Racial/ethnic centrality was assessed via the Multidimensional Inventory of Black Identity, whereas post-task perceptions of academic ability were garnered via a survey used in prior stereotype threat research. Participants were randomly assigned to either a stereotype induced or stereotype not induced condition, and completed study measures either in person, or online. Findings were not indicative of statistically significant differences in persuasive writing scores across experimental conditions; however, race/ethnic and gender differences were noted. Furthermore, Black participants in the stereotype induced condition were found to report more negative self-perceptions of writing ability. Racial/ethnic differences in racial/ethnic centrality were found, with Black and Hispanic participants self-reporting higher racial/ethnic centrality when compared to their White peers. Lastly, a statistically significant interaction effect for racial/ethnic identity by racial/ethnic centrality by stereotype condition was found for persuasive writing performance.

Research indicates that a teacher's sense of efficacy or capacity to teach directly affects student-teacher interaction and student achievement. Recent demographic changes affecting California public schools require educators to rethink teacher training to meet linguistic, cultural, and academic needs of an increasingly diverse population, especially teachers who directly instruct Hispanic students with mild to moderate learning disabilities who are English language learners. This study examines and analyzes the sense of efficacy of secondary special education teachers of the study population and determines their staff development needs. Thirty-six Sweetwater Union High School District Special Day Class and Resource Specialist teachers participated in the study. They completed demograpihc, teacher efficacy, and staff development questionnaires, which investigated these needs in three areas: (a) pedagogy, (b) crosscultural awareness, and (c) language acquisition. Vll Eleven ofthe 36 teachers participated in a structured interview. Traditional quantitative and qualitative methods of analysis were used. For each questionnaire item, descriptive statistics, including means, standard deviations, and frequencies were calculated. The qualitative data analysis, QSR NUD.IST (Non-numerical Unstructured Indexing Data) program was used for final analysis of interview transcripts. Respondents of the Teacher Efficacy Questionnaire reported a high sense of efficacy with little variance across questionnaire items regarding personal and professional efficacy. Teachers reported a high sense of efficacy on pedagogy, crosscultural awareness, and language acquisition. Respondents also reported satisfactory preparation in awareness, knowledge, and application level training in pedagogy, crosscultural awareness, and language acquisition provided by the local district. Classroom technical assistance and collaboration received poor ratings. Correlation results between teacher efficacy and staff development revealed no significant relationship. Teacher interviews revealed that current staff development practices seem unconnected to daily classroom practice. Recommended for future investigation is a research-based staff development program which focuses on narrowing the achievement and equity gaps for these students.

The purpose of this study was to determine the extent of the direct and indirect influence of previous grades, quality of instruction, motivation, quantity of instruction, and homework on Hispanic-American eighth grade students' academic achievement, while controlling for important background variables (family background, student's English proficiency, and gender). Few researchers have examined both direct and indirect effects of school learning variables and background influences simultaneously. Path analytic techniques were used to test a model of school learning on Hispanic-American eighth grade students' achievement, while controlling for background variables. The National Education Longitudinal Study of 1988 (NELS:88) was used to test the model. NELS:88 is a large, nationally representative survey of eighth graders developed by the National Center for Education Statistics (NCES). Results indicate that the achievement of Hispanic-American students was strongly influenced by previous grades, motivation, quantity of instruction, and time spent on homework. The most influential background variables were family background and English proficiency, while gender had a small but significant influence, indicating boys doing better than girls on achievement. These results support both the variables tested and the framework derived from school learning theory. / Ph. D.