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Thesis (Ed.D.) -- Central Connecticut State University, 2010. / Thesis advisor: Sheldon T. Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 228-237). Also available via the World Wide Web.

Thailand and Taiwan have indigenous minority populations which central authorities have sought to assimilate into the national mainstream. In both countries public education has served as an important tool of assimilation. This study examines the political ideology of the moral education curricula as applied to state primary schools serving indigenous populations in three localities in each country. The direct and indirect implementation of moral education was observed and interviews were carried out with teachers, students, parents and community leaders. The results show that as the indigenous minority children become more familiar with the national culture and its value system, they become more aware of ethnic discrimination against them, which in turn leads to a heightened sense of marginality and engenders antipathy toward members of the dominant ethnic group.

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This qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals leading high poverty and low poverty schools where resegregation was occurring. Despite the growing concern for resegregation, little has been down to reverse the adverse affects of this phenomenon. The body of research that has explored the essence of resegregation has in small volumes acknowledged the perception of school principals. A much clearer portrait of the impact resegregation was having on schools as perceived by school principals offered an in-depth understanding of the way in which policy and practices affect schools undergoing resegregation. Hence, this study used the hermeneutic phenomenological methodology in an attempt to gain a deeper understanding and meaning of the complex experiences of resegregation from the perspective of school principals. The data was explicated by using Hycner’s (1999) five step process. The findings and conclusion of this study were intended to inform policy alternatives and practices through aggregating collected and analyzed perspectives of school principals of high poverty and low poverty schools. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The purpose of the study was to describe perceptions toward schools held by black parents of students granted racial balance transfers for 1978-1979 school year by Fort Wayne Community Schools administration officials. An attempt was made to discover if parental support for schools changed when children transferred from one school to another using racial balance transfers.Personal interviews were held with six randomly selected black parents of elementary students granted racial balance transfers for the purpose of generating questions for a parent questionnaire. Information secured from the interviews was compiled and placed into categories relative to administration, curricular offerings, quality of teaching, student progress, school environmental, school climate, and parental involvement. A questionnaire was developed from data gained from interviews with the parents. Black parents, two doctoral committee members, students enrolled in the doctoral seminar for research, and a selected jury for final editing examined the questionnaire for clarity, simplicity, and consistency in language. A Likert five-point scale labeled "strongly agree," "agree,"' "undecided," "disagree," and "strongly disagree," was utilized so parents could express strength of agreement or disagreement with questionnaire items. The questionnaire was mailed to the total Population of 232 black parents representing 337 elementary school students granted racial balance transfers. One-hundred twenty-four parents completed questionnaires.A computer program, Statistical Package for the Social Sciences (SPSS), was chosen to generate raw data from returned questionnaires. Data were analyzed in an attempt to answer eleven research questions relative to black parent perceptions toward school.Parents perceived that predominantly black schools previously attended by black students equalled predominantly white schools in certain respects, such as, teacher expectation of students and fair dealings of principal and teachers with parents and students. Parents perceived that previous schools offered certain benefits over present schools, such as, more teachers were able to teach subjects so children could understand. Parents were generally favorable toward present schools attended by black children. Parents wire generally satisfied with previous school environments, but perceived present school environments as more desirable for black children.Black parents of students granted racial balance transfers did not become more involved in school activities. Slightly more than one-fourth of responding parents were active in present school PTAs; about 50 percent were active in previous school PTAs.About one-third of the respondents regarding previous schools and about one-half of the respondents regarding present schools did not feel encouraged to help plan and develop school programs and activities. Fewer than one-fourth of the respondents reported actual participation in planning and developing school programs and activities.Based on the findings and conclusions of the study, the following implications seem warranted:In view of the need for parent support for and financing of school programs, gaining support for schools from all parents seems imperative. School personnel should seek information about how black parents perceive schools and the administration of schools. Knowledge of parental perceptions about schools may be helpful to school authorities in the evaluation of racial issue postures and the handling of problems related to effective instruction.School principals and teachers need to be well grounded in sociology and psychology of various racial groups. While psychological effects of integrated school settings are important, black parents seem most concerned about the effects of integrated school settings on the academic success of black children.How well black students do in school may be directly related to how much teachers expect of students. When teachers set reasonably high expectations for students, students may conform to these high expectations. The selection of teachers and the attitudes of teachers toward students are important aspects to consider where black students are expected to do well.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 192-202).

Pre-college programs designed to increase the intentions of minority students to attend college have become commonplace on many college campuses. Evaluation of such programs has focused on measuring the effectiveness of the delivery of services provided to students. At other times, evaluation of program effectiveness focused on measuring increases in individual skill development. Both of these components of evaluation are acceptable means of determining program effectiveness but have limitations because they may not address students intentions to attend college.This study as evaluation research was designed to investigate whether student participation in the Summer Scholars Residential Program resulted in changes in the intentions of the students toward participation in higher education. The population of the study was 184 minority junior high and senior high school students in Indiana who attended a week long Summer Scholars Residential Program 1992.Several methodologies were used to gather evidence regarding students' experiences in the program. One hundred and eighty four pre- and 164 post-questionnaire instruments were completed by students during four separate weeks of participation in the Scholars Program. A select number of 10 students maintained journals of their experiences. Finally, 21 students responded to interviews after one year to gather evidence on the long term effects from participation in the Scholars Program and to obtain more specific feedback from students.Comparisons were made between student responses on the pre-questionnaire and the post-questionnaire as one method of determining possible changes in students' intentions to pursue higher education before and after participating in the Scholars Program. Other comparisons were made of students intentions to enroll in specific courses in high school including pre-college courses. The evidence gathered showed that participation in the Scholars Summer Program did reinforce and increase students' intentions to attend college. In addition, the follow-up phone interviews showed that students changed their courses in high school from general to college preparatory. / Department of Educational Leadership

This thesis focuses on the experiences of Bangladeshi pupils attending schools in England in the context of their perceived underachievement in the English school system. Statistical studies in the 1970s and 1980s established that Bangladeshi pupils were doing very poorly in school while later surveys in the 1990s continued to show Bangladeshi pupils as low achieving. The study explores 'What is it in the lives, backgrounds and schooling experiences of Bangladeshi pupils that helps and hinders them in learning and achieving in the English school system?' The study also questions the appropriateness of considering pupils in terms of their ethnicity in relation to achievement. An ethnographic case study approach was adopted so that the micro-processes of learning and being a pupil could be examined. Six Bangladeshi children were identified in one predominantly white, rural county. The six children were attending three different schools in the same city. The research was thus conducted in three different classrooms over the period of one year. Data were collected through unstructured observations and in-depth semistructured and unstructured interviews. Families, teachers and other children in the classrooms were included in the research. The case studies show how the children's teachers came to assess the case study children and their learning needs through the ways in which the children took part in teacher-pupil classroom interaction. Each case study shows how these teacher assessments affected each child's access to resources such as support and to opportunities for using language and learning in the classroom. The case study pupils were particularly vulnerable because their under-resourced teachers rarely recognised their English as an Additional Language (EAL) needs. As a result 'within-child' explanations, often connected to mistaken assumptions about the child's home, culture or Muslim identity, were then called on to explain poor work or inattention. The case study children were also vulnerable because their teachers only considered their academic performance in relation to other Bangladeshi or EAL pupils and not in relation to the other White English language background children in the classroom. Where pupil needs were recognised and provided for the focus of support was on modifying behaviour so that pupils behaved like an 'ideal pupil' rather than on developing the appropriate English language needed for accessing the curriculum and becoming or remaining an achieving pupil. Other kinds of support resulted in 'fragmented' learning experiences and being placed in supported lower sets from which movement into higher sets was not possible. The case studies also show how some of the case study children took part in reading interactions with their teachers and appeared as successful readers although they were not able to read for meaning. These particular case studies demonstrate that learning the interaction patterns of reading in the Early Years classroom is not enough to allow a pupil to become a successful reader and that what counts as reading in different contexts and literacy practices needs to be given attention. The case studies also reveal how some of the case study children were hindered in their learning and achievement in school by their lack of access to resources outside school. These included having someone at home to help them with their English school reading and homework as well as their access to pre-school education. The study concludes by suggesting that to focus on achievement in terms of ethnicity conceals the language needs of many Bangladeshi pupils and the role that these play in achievement. To this end a trajectory of what needs to be acquired in terms of language and literacy to be a successful pupil in English schools is provided. The question of why Bangladeshi pupils have been one of the lowest achieving pupil groups in England is then addressed and it is concluded from the data provided by the study that having few economic, social and cultural resources can make it difficult for a pupil to achieve in school, as can being an EAL pupil with unmet language needs or being a pupil with home literacy and learning practices that are different to the literacy and learning practices of English schools. Taken alone none of these situations necessarily predicates underachievement, yet some of the pupils in this study found themselves disadvantages by all three situations.

This thesis aims to compare the relative chances of occupational success of Chinese in Great Britain and the United States. The study uses data from British national Labour Force Surveys (1983 to 1989) and American Census of Population and Housing Public Use Microdata Samples (1980). Using various methods of statistical analysis, mainly logit modelling, the thesis looks at three aspects of the research question. First, analysis is conducted on the relative level of occupational attainment (in access to the service class and avoidance of unemployment) of Chinese immigrants in Britain through comparisons with whites, Indians, Pakistanis, African Asians, West Indians and Irish. Secondly, similar analysis is done for foreign-born and native-born Chinese in the U.S. through comparisons with whites, Blacks, Hispanics, Japanese, Filipinos, Koreans, Indians and Vietnamese. Thirdly, comparisons are made directly on the relative chances of occupational success for being Chinese in Britain versus being Chinese in the U.S.A. In the thesis, specific attempts are made to bring out the effects of education in determining occupational success for Chinese as well as other ethnic groups in the two countries.