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The purpose of this study was to determine whether the continuous instability of policy decisions relating to the effectiveness of Civilian Conservation Centers and Contract Centers was a result of measurable differences in performance between the two models. Six hypotheses tested differences between types of centers on six quantitative variables which were: average length of stay, job placement, hourly starting wages, educational gains in reading, math, and General Educational Development (GED). To investigate the problem, 30 Civilian Conservation Centers and 17 comparably sized Contract Centers were selected. Reports from the Department of Labor's Automated Management System provided data for comparison between the two models. Results of the t test for independent samples indicated that CCCs demonstrated higher corpsmen placement rates, hourly starting wages, and GED completions. There were no significant differences between the models in average length of stay and educational gains for reading and math. Further research into the costs and benefits of CCCs should be pursued to establish whether CCC slots should be increased, to determine whether rural location is an impediment to program financial efficiency, and to determine if union involvement in vocational training programs is needed.

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The problem this research addresses is that, regardless of training, educational background or social status, with or without work experience, most non- or limited-English speaking immigrants are forced to begin their American careers at the bottom of the occupational ladder. This study focuses on the comparison of the lives of English as a Second Language (ESL) students/warehouse workers before and after migration to try to ascertain whether these individuals have experienced upward or downward mobility. The approximately 80 participants in this study are workers in a garment distribution warehouse in Worcester, Massachusetts. The participants have been drawn from the worksite ESL classes offered during their lunch or dinner hours and extended one-half hour into work time donated by the company. A questionnaire was distributed to voluntary participants. The information gleaned was used to tabulate statistics and analyze hypotheses regarding the socio-economic transition of immigrants to the United States. As a result of this study, the following questions were addressed: (1) How do immigrants perceive the effects of immigration? (2) When immigrants come to the United States, do they feel their lives improve or worsen socioeconomically? (3) If studies prove that high-status immigrants become downwardly mobile upon entrance to the United States, does that imply that lower-status immigrants become upwardly mobile? (4) How do immigrants compare their lives in their native country to their lives in their new country? The objective of this study was to evaluate the ramifications of migration to the United States with respect to upward and downward mobility of higher- and lower-status immigrants. The population consisted of ESL students/warehouse workers from 13 different countries. This group of immigrants was chosen because, regardless of background, education, English language facility, experience, degree of literacy, or previous socioeconomic class, they were now all thrust together, doing the same job, earning the same salary, and on an equal footing here in the United States. Based on this premise, the researcher wanted to study their perceptions of life in the United States compared to their previous countries to see if, in their estimation, they had indeed bettered themselves or their lots in life by migrating to the United States, or whether their lives had taken a downward turn by coming here.

The central question this study addresses is how one school of human services (SHS) became more fully racially diverse while embedded in a predominantly White institution of higher education. The goal was to collect data to answer three questions: (1) How did SHS evolve into a racially diverse organization? (2) How did this transition impact the faculty at SHS? and (3) How does SHS maintain its current level of racial diversity? To conduct this study a descriptive qualitative case study approach was utilized that incorporated 74 hours of field observations, sixteen qualitative interviews with the SHS faculty, and a documentation review of materials relevant to the School's development. The study was carried out from February 1990 to August 1990. To analyze the results of the interviews a White peer reviewer was used to assist the Latino researcher in the verification and reliability of the interpretations of the data. The seven major conclusions and recommendations of this study are that: (1) There is a need to incorporate organizational theories relevant to higher education when undertaking organizational development (OD) or multicultural organizational development (MCOD) in a college or university setting; (2) A mission statement directly tied to teaching and service to communities of color is central to SHS's evolving into a racially diverse school; (3) "Word-of-mouth" networks play a key role in the success of SHS's recruitment and retention processes; (4) By expanding the concept of "qualified" to include racial diversity and the ability to work in a multicultural setting, SHS consistently succeeded in attracting "qualified" candidates (both White and of color); (5) The multiracial collegium at SHS is an intense place to work, full of rewards and challenging conflicts involving vision, trust and issues of organizational power for both White faculty and faculty of color; (6) Therefore, attending to issues of social justice (via MCOD) and effective community building (via OD) are essential to creating more multiracial collegium; (7) Units, schools or institutions interested in racial diversity should consider an open systems approach including more fluid boundaries with communities of color. Finally, this study raised serious methodological concerns about utilizing individualistic qualitative research in examining multiracial settings.

The question of how to design educational programs which are relevant to Native American Indians, has plagued both Indian and non-Indian educators for more than a century. How does an educational system provide instruction which is vital for survival in mainstream society and at the same time, maintain a Native student's rights to think and exist in the world as an indigenous person? The devastating shortage of Native American Indian teachers, and administrators, as well as the urgent need for bilingual education and culturally appropriate curriculum, continue as unresolved obstacles. Perhaps in order to constructively alleviate the dilemmas of contemporary Indian education, one must look to the past and determine where failings and successes occurred. Historically, a major contributor to the American Indian education of the twentieth century, has been the off-reservation boarding school system. Both the school system and the educational training programs have had a direct effect on Native American Indian cultures. The model for the off-reservation boarding school was established in 1878 at Hampton Agricultural and Normal School, in Hampton, Virginia. The Hampton Indian educational plan had two major components, the instruction of English and the development of vocational skills. In 1879, Hampton Institute established a summer outing system program. The study presents a historical record of the significant events which lead to the development of the Hampton Institute's outing program in western Massachusetts, its influences on Indian education and its historical connection to the Americanization policies for Native American Indians during the late nineteenth century. The time period examined by this research is from 1878 to 1912, the years during which Hampton's Indian educational program received funding from the United States government. The process of using education as a means of Americanizing Indian students continues to exist in contemporary times. The research conducted for this study further reveals and confirms this and provides some broad generalizations and recommendations which may lead to the development of Native and non-Native educators guiding principals for modification of current and future Indian educational programs.