Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 165-173). Also available via the Internet.

The problem with which this investigation is concerned is that of determining the academic as well as psychological differences between the McKinney Texas Job Corps graduates and non-graduates. The purpose of the study is to gain knowledge that will be useful in the guidance of Job Corps students. Nine hypotheses were formulated to investigate the relationship between academic achievement and certain selected academic and psychological variables. It was concluded that significant personality differences do exist among the McKinney Job Corps graduates and non-graduates. Chronological age is a significant variable with respect to success at the Job Corps Center. Academic variables are not useful indicators of success at the Job Corps training program.

The influence of background characteristics on dropouts from a Job Corps Center was investigated using a Biographical Information Blank. Successful and unsuccessful male and female volunteer Corpsmembers were compared and the data analyzed by univariate and multivariate statistical techniques. Results strongly support the prediction that biographical characteristics are important in determining Corpsmember failure in the program. It was also found that the nature of family and peer relationships; previous social adjustment and structured activity and factors related to ethnicity and cultural attitudes are influential. There are also indications that potential dropouts may be affected in a positive manner to complete their training.

Thesis (D. Min.)--Erskine Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 138-141).

Thesis (D. Min.)--Erskine Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 138-141).

The largest of the War on Poverty programs, Job Corps, was created to alleviate poverty by providing affective, remedial, and vocational training for disadvantaged youth throughout the country. Job Corps was the first attempt in the United States to establish and operate a national program of residential vocational education. Legislation and plans for the program were drafted in a very short period of time, and the gains and failures of Job Corps' first ten years can be attributed to the speed with which the program was enacted. Despite early shortcomings, Job Corps survived a political attack by President Nixon, and emerged as a viable poverty program in the Comprehensive Employment and Training Act (CETA) legislation. Records of the Office of Economic Opportunity (OEO), Department of Labor, and the White House were reviewed. Interviews were taken with former OEO Director Sargent Shriver, two Job Corps Directors, and Job Corps staff so the first ten years of the program could be documented. Job Corps' planning and establishment, its operational problems and innovations, and its transformation from a program of vocational training in a Democratic administration to a politically-viable entity in a Republican administration, are described. / Ed. D.

abstract: Many alternative schools for at-risk students do not offer art classes to their students. Phoenix Job Corps is one of those schools. I conducted a qualitative study about a voluntary summer art course at Phoenix Job Corps, a vocational school for at-risk students. I had thirteen student volunteers, eight of them refugees from other countries. All the participants created a narrative painting about something in their lives. The purpose of this study was to examine this voluntary summer art course and to determine its usefulness as a beneficial tool to the lives of the students. This included looking at participants' narrative paintings to determine common themes or subjects, finding out their opinions on whether or not their school should offer an art course, their willingness to share their stories, determining whether they think it's important for others to see their work, and lastly concluding what artwork they like best and why. I found that the majority of students do want an art class offered at their schools, and all but one participant was more than willing to share their story about their narrative painting. Common themes amongst their paintings were family, a specific memory or event, or their present and future lives. I found similar subject matter in their paintings such as animals, houses or huts, and people. My research also unveiled a large difference in the refugee students' paintings as opposed to the other United States participants. The findings also suggest that participants judged other work based on meaning more so than aesthetics. This study explores, in detail, the narrative art and experiences of a very diverse group of students. / Dissertation/Thesis / M.A. Art 2012

The lack of a current fire technology training program limits the employment possibilities of Inland Empire Job Corps Center trainees. The fire technology curriculum will provide Job Corps trainees with one more valuable skill to aid to their goal to gain and maintain meaningful employment after graduating from the Job Corps training program.

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