<p> Historically Black Colleges and Universities (HBCUs) were established with the main objective of identifying and empowering people of African descent. Over the years, these institutions have grown, enrolling 16% of Black high school graduates and during graduation, almost 20% of African-American graduates. Using a qualitative study design, the main goal of this study was to identify the effectiveness of HBCUs&rsquo; ability to serve the interests and needs of African-American students who chose to attend and graduate from HBCUs as undergraduate students then attend and graduate from graduate schools at predominantly White institutions (PWIs.) This study inquired about focusing on the factors influencing how undergraduate students make decisions on which college to attend, what factors influence their career selection, and the impact the university experience has on future careers and overall college experience. Data was gathered from African-American HBCU graduates who then attended and graduated from PWIs in California. Interviews and online surveys were conducted with participants to collect in-depth responses regarding their experiences, views, beliefs, and motivations. The sample comprised 100 respondents out of an original 200 who were selected. The study showed that many participants attended their chosen colleges because they preferred to associate with people who shared origins like their own. Family and friends were found to be influential in college selection and educational background influenced the types of careers study participants pursued after graduation from college. Implications for future research are discussed.</p><p>

<p> The project director serves as the director of operations for the New Breed Church Planting Network (NBCPN). A necessity for developing a reproducible disciple-making strategy for the church planters of NBCPN existed. The project exists to develop a reproducible disciple-making practicum to meet the needs of NBCPN.</p><p> Within the first chapter, the project director explored the ministry project proposal and purpose. Listing main objectives, limitations, assumptions, term definitions, and a detailed project rationale explain the project process. The project director researched four North American church planting organizations to assess the respective utilization of disciple-making processes, while providing an explanation for NBCPN&rsquo;s need for a reproducible strategy.</p><p> Within the second chapter, the project director examined two separate passages of scripture. The texts of Matt 28:18&ndash;20 and Acts 1:8 (ESV) became the foundational basis upon which the project director analyzed and made reproducible disciple-making conclusions. Chapter two consists of exegesis, exposition, and application of the chosen texts and explained the biblical and theological foundation of the ministry project.</p><p> Within chapter three, the project director provided research for the ministry foundations aspect of the project. The project director identified and explored past and present ecclesiological disciple-making procedures. The project director&rsquo;s goal for chapter three provided information concerning the development of historical and 11 contemporary reproducible disciple-making, as well as, examining theoretical and application models.</p><p> Within chapter four, the project director described the development of the ministry project. The chapter focused on the project director&rsquo;s seven-practicum reproducible disciple-making strategy for the church planters of NBCPN. The project director&rsquo;s compiling of information regarding the utilization of an expert panel, incorporated Great Commission components, integrated research of chapters two and three, and implemented expectation, completed the chapter. </p><p> In chapter five, the project director documented an overall summation of the ministry project. The director examined the evaluation of the project process, analysis of the findings, and an overview of the lessons learned. The strengths, weaknesses, and personal reflection of the ministry project offered descriptive insight to the project director and for reader clarity. </p><p>

In the 1980s, changing teacher certification was associated with the educational reform movement and the attendant drive to professionalize teaching. In Massachusetts, and nationally, political forces outside traditional education organizations and structures initiated and sustained certification changes. The purpose of this study was to reconstruct the motivations and strategies resulting in a new Massachusetts teacher certification framework in 1987, and to explore connections between national trends and this state development. The Joint Task Force on Teacher Preparation (JTTP) issued a report entitled Making Teaching a Major Profession in October 1987. JTTP recommendations included provisions for two stages of certification: provisional and full. Recommendations for provisional certification included a major in the liberal arts or sciences, or an interdisciplinary major, that would replace the undergraduate education degree. Recommendations for permanent certification included a clinical masters degree that incorporated supervision by both education and liberal arts college advisors, as well as mentor teachers in the schools. Thirty-three participants were identified through membership on the JTTP, member recommendations, and suggestions drawn from a literature review. Interviews used a guided conversation structure, were about one hour in length, and were tape-recorded and transcribed verbatim by the researcher. A significant portion of the data in this oral history was presented through the participants' own words. Participant accounts describe the personal relationships, political contexts, and professional issues that affected both the process and the product of the JTTP. Where possible, supporting testimony and documentation were used to provide corroboration or additional detail. Systematic and organizational analyses informed the study's findings. Participant decisions were not instructed by research on teacher education. Shifting power relations among educational stakeholders affected both the framework's adoption--and its contents.

Upon entering the male domain of higher education in the late nineteenth-century, college women challenged not only conservative beliefs about women's minds but also restrictive notions about the female body. By the 1920s, attending college had "become the thing to do." Using extensive primary research in college archives, this work examines female students' attitudes toward their bodies in the midst of this cultural transformation This social history makes clear that young women's attitudes toward their bodies developed in relation to a set of cultural discourses that were contested, historically specific, and continually mediated. To explore the impact of ideas about race, class, educational mission, and coeducation on women's attitudes toward their bodies, I analyzed Smith College, Spelman College, and Cornell University. Students' specific experiences were then compared to popular ideals of health, femininity, and female beauty. Prior to the early 1900s, local campus cultures shaped students' ideas about their bodies. At Smith and Cornell, in response to the feared effects of "mental work" on women's femininity and reproductive organs, efforts to prove female health included vigorous exercise, weight gain, and hearty eating. At Cornell, its controversial coeducational design compelled "coeds" to also demonstrate female propriety. For African American students at Spelman Seminary, post-Civil War efforts to counter racist stereotypes dominated bodily concerns. Spelman students resided outside the "protective," race-specific concerns that dominated discussions about white, middle-class women's reproductive health. Beginning in the 1910s, an emergent national student culture rooted in mass consumerism and the idealization of modern youth recast female students' body images. On all three campuses, students donned flapper fashions, bobbed their hair, conducted active mixed-sex social lives, and memorized new nutrition and home economics standards. Yet, even as campus cultures converged, students continued to mediate popular discourses, particularly in regard to dieting practices. While white women joined the "dieting craze," African American women at Spelman College did not.

The study was undertaken to analyze the historical relationship between the Commonwealth of Massachusetts and its state colleges. In 1838, the Commonwealth of Massachusetts established the first normal school in the nation, with a specific mission to train individuals to become teachers in the common schools of the state. Over the past 150 years, much has happened to shape the present design of the Massachusetts State Colleges as they are known today. These institutions have evolved from single purpose institutions into liberal arts oriented state colleges. During the development of the state colleges, the Commonwealth has consistently neglected to support the colleges. As a result, the state colleges have, in many ways, become the weakest segment of the Massachusetts system of public higher education. This study attempts to show that where a history of ambivalence and neglect meets a period of uncertainty, in a time of declining resources, the dependent organizations are in serious trouble. Given the lack of support shown towards the state colleges as a result of political issues, changes in demographics, and the predominant role of private higher education in the state, the state colleges' mission, funding, and future are clouded in uncertainty. Research on this subject specifically centered on state archives, reports, and texts on the Massachusetts State Colleges and the history of higher education in the Commonwealth. Personal interviews with prominent Massachusetts political and educational leaders were also used to gain present perceptions of the Massachusetts higher education system and the role of the state colleges within that system. Conclusions were drawn from the data collected and recommendations were made on possible ways to enhance the role of the state colleges within the Massachusetts system of public higher education.

This study is the result of interest aroused by the realization that little is Imown of the origin and development of home economics. Although magazine articles and reports of committees are numerous, educational textbooks give scant mention to this subject. Therefore, it is to be hoped that this study will be helpful to students in the fields of home economics and education.

In 1900, Umeko Tsuda founded the Joshi Eigaku Juku (Women's Institute of Language Studies, which later became Tsuda College), the first private institution of tertiary learning for women in Japan. Tsuda was one of the first females in Japan's history to study in the United States, spending eleven years of her childhood (1871–1882) on a Japanese government-sponsored study program in the United States, and returning in 1889 for three years of study at Bryn Mawr College, another pioneering institution of higher learning for women. Tsuda's establishment of the Joshi Eigaku Juku marked her as a true educational innovator; her success in founding it secured her place in history as a pioneer in the higher education of women in Japan. This dissertation sets out to understand the catalysts found in the social, economic, political, and educational milieus that shaped Tsuda both in Japan and in the United States, and to understand what place Tsuda's experience at Bryn Mawr under M. Carey Thomas held in her development as an educational innovator. Through a comprehensive examination of the social structures, political and economic trends, and educational polices in place during the latter third of the nineteenth century in both nations, this dissertation examines what forces compelled Tsuda to take the revolutionary step of founding her school and establishing higher education as an option for women in Japan, when such an institution was thoroughly unwelcome by the Japanese populace at large.

This case study is intended to heighten awareness and draw attention to the fact that in spite of the enlightened intent of the Brown decision and the educational opportunity initiatives of the Great Society, broad, dramatic and troubling inequalities continue to separate American society today. These inequalities are pervasive and show themselves along racial, social and economic parameters. Across America, and most dramatically in urban cities like Boston, disparities in employment, income, housing, health, and educational attainment are pervasive. As a result, there is a compelling need to continue to expand educational opportunities. The primary purpose of this study will be to provide a detailed account of the development and evolution of educational opportunity programs at the University of Massachusetts at Boston. This study will examine the interplay between the university's mission and the development and implementation of programs designed to advance equal educational opportunity for historically under served students. Woven within the fabric of this analysis will be a contextual discussion of certain public policy and economic events at the national level which influenced the development of programs at the Boston campus. The study will begin in 1966 with the establishment of the College Preparatory Program and chronologically trace the development of a unique set of other educational opportunity programs at the University. The study will conclude with a discussion of the Upward Bound Math Science Initiative funded in 1990. Each of the programs studied will be reviewed from a number of different perspectives. The analysis will show the specific need each program was designed to address as well as the specific goals, objectives, and activities that would be implemented to meet these needs. The study will also highlight significant developments over time and key lessons learned. This study will, therefore, trace the evolution of policy and programmatic initiatives which were developed and pioneered at the University of Massachusetts at Boston to address education needs of disadvantaged students. In doing this, important insights will be gained into the contextual and programmatic elements which most effectively meet the needs of this increasingly important population. Finally, this study will show that as UMass/Boston is pulled to become a more traditional university, the educational opportunity programs discussed in this study play an important role in helping the campus to maintain a clear focus on services and programs designed to address the disadvantaged student population cited in UMass/Boston's founding principles.

The purpose of this study is to create in the Bilingual Puerto Rican Teachers an awareness of his/her role as a transmitter of Puerto Rican cultural values. This dissertation proposes the development of a Teaching Handbook which teachers can use to amplify his/her knowledge of his/her own culture and which can serve those teachers that are not Puerto Rican as a learning/teaching guide. The investigator conducted a review of literature which includes: (a) aspects of the culture learned through literature; (b) aspects of the culture not necessarily found in literary sources and is acquired. The investigator presented the results from the findings of the present study that reveal that the majority of Puerto Rican teachers in the United States come here for different reasons. Later they became teachers in different parts of Western Massachusetts. Each one of the teachers agreed that they are and should be transmitters of the culture. Other findings were the fact that some students had problems or cultural shocks in the new country. For example: language, climate, foods and in high school a greater problem communicating with other students and teachers. Those parents that were interviewed agreed that they came to this country to help their children in receiving a better education. Another of the parental worries of those parents that were interviewed, was that their children's adaptation to the new school system was difficult. The parents were concerned that the education of their children should include the Puerto Rican culture. They saw it as something that they could learn in the schools via the teacher. The investigator introduces a model for a handbook to serve as an outline for the transmission of cultural knowledge to Puerto Rican teachers and non-Puerto Rican teachers and the students they teach. It was concluded from the study that through the proposed cultural workshops, bilingual teachers will be able to acquire a wider knowledge of Puerto Rican culture. Through the handbook s/he will get a clearer idea of the possible way in which s/he can communicate this knowledge to his/her Puerto Rican students.

This dissertation is a study of the professional life and, to a lesser extent, the personal life of Mary Emma Woolley (1863-1947), an American educator, feminist, social reformer, peace activist, and religious leader. As one of a handful of women presidents of elite women's colleges, Woolley created a unique style of leadership while she worked with others to establish unifying organizations to support the further development of women's opportunities. This narrative biography focuses on Woolley's intellectual and professional roots, training, and achievements. After a theoretical introductory chapter, the next four chapters study the years during which Woolley developed skills, a philosophy, and personal style that reflected the ideas, mentors, opportunities, and challenges that she encountered. Chapters six through nine are organized around four major challenges that faced Woolley as President of Mount Holyoke College. These included the challenge to advocate successfully for the higher education of women, to bring Mount Holyoke to equal status with other elite women's colleges, to inculcate students with a lasting sense of their social responsibility as educated women, and to create a fulfilling personal life for herself. Woolley's professional life paralleled significant gains made by women in education and the professions. However, by the end of her career, women experienced significant losses both in opportunity and status. The final chapter of the study documents the controversy over Woolley's presidential succession which ended in her replacement by a man. The study concludes that Woolley's exemplary leadership demonstrated what it was possible to achieve in a single-sex institution. Woolley and women like her in positions of leadership were able to transform single-sex women's colleges into institutions where professional women could achieve and students could receive both high-quality education and full exposure to the world beyond the colleges. Woolley herself used the college as a platform from which she influenced a much wider audience through her speeches and articles. However, Mount Holyoke's loss of female leadership in 1937 was a casualty of a generalized loss of female leadership opportunities.