La distinction entre droits civils et politiques d'une part et droits économiques, sociaux et culturels d'autre part est relative comme l'affirme Patrice Meyer Bisch dans son ouvrage le corps des droits de l'homme : l'indivisibilité comme principe d'interprétation et de mise en oeuvre des droits de l'Homme paru aux éditions universitaires de Fribourg en 1992. Les déterminants entre ces deux catégories de droits sont très peu rigoureux et témoignent de la contingence de la distinction. En réalité, la définition des déterminants utilisés montre une certaine dépendance les unes à l'égard des autres, entrainant une ineffectivité autant des droits que l'on veut subordonner que de ceux qu'on veut privilégier. Conscient de cette interactivité, le juge devient l'instrument indispensable qui par une redéfinition de son office, va relever cette dépendance réciproque et restaurer le corps des droits de l'homme éclaté par des initiatives tant idéologiques, économiques ou politiques. / The distinction between civil and political rights on one hand and economic, social and cultural rights on the other hand is relative as asserts it Patrice Meyer Bisch in his work named : The indivisibility as the principle of interpretation and implementation of human's rights, appeared at the academie publishing of Fribourg in 1992. The classification criteria of these two categories of rights are little rigorous and testify of the contingency of the distinction. In reality, these criteria shows a ceriain dependence to one another class of rights, leading to an ineffectiveness towards the rights as we want to subordinate that of those whom we want to favor. Conscious of the interactivity between these different classes of rights, the judge becomes aware of the need to redefining his office, finding the way to show mutual dependence between the two classes of rights and ensure the effectiveness of the rights both civil and political, than economie, social and cultural.

The aim of this study was to examine the relations between aspects of subjective social class, academic performance, and subjective wellbeing in first-generation and veteran students. In recent years, both student veterans and first-generation students have become topics of interest for universities, counselors, and researchers, as they are growing in numbers on university campuses. These groups face a variety of barriers to completing their academic degrees. One area with little investigation is the influence of subjective social class on these individuals. Therefore, various facets of subjective social class (Subjective Social Status, Beliefs in a Just World, Protestant Work Ethic, Materialism, Classism, and Financial Literacy) were examined to better understand their relationships with student subjective wellbeing and academic performance. Using several analyses, non-first generation student veterans, first-generation student veterans, and first-generation non-veteran students were compared based on their social class beliefs, attitudes, and priorities, as well as subjective wellbeing and academic performance. Results include several key findings. First, support was found for the Classism Attitudinal Profile’s position within the social class nomological network. Second, the subjective social class variables of materialism, financial literacy, and classism co-varied with participant’s college outcome expectations. Third, the three groups were found to differ in their subjective social class attitudes concerning status, materialism, classism, just world beliefs, financial ability, and social support. Fourth, subjective social class was confirmed to be a useful variable to consider when exploring academic performance and wellbeing. Overall, subjective social class and economic cultures appear to be useful constructs to consider when working with clients and conducting research.

The literature on the career development of First-Generation College Students of Color (FGCSC) lacks a focus on the career decision-making difficulties consequently from racial microaggressions, academic self-efficacy, academic stress, and mental well-being at PWIs. Furthermore, there is a lack of empirical studies related to FGCSC help-seeking behaviors for racial microaggressions and the utilization of university counseling and career services on these campuses. The following research questions guided this study: a) What is the relationship between help-seeking attitudes and behaviors and racial microaggressions, academic self-efficacy, academic stress, mental well-being, and career decision-making difficulties among first-generation college students of Color (FGCSC) attending PWIs? b) Can the help-seeking behaviors of (FGCSC) attending PWIs be predicted by age, gender, ethnicity, racial microaggressions, academic self-efficacy and stress, mental well-being, and career decision-making difficulties? FGCSC present distinct personal, social, emotional, academic, and cultural needs. The growth in racial microaggressions and racial insults manifested within PWIs requires an examination into how services are tailored within university counseling and career advising centers to meet these needs. Racial microaggressions can result in stress that negatively influences both mental well-being and career decision making. Thus, career and personal counseling services provided on college campuses should be able to help students combat and cope with these stressors. In addition, these services should provide culturally-informed counseling interventions to help FGCSC determine how skills, values, and interests align with a future job that fits their personality and cultural background. A need for more literature that examines the relationship between these variables will assist university counselors and career centers within predominantly White institutions with interventions for this special group of students. The stressors related to racial microaggressions may result in career decision-making difficulties that contribute to low self-efficacy that increase low retention rates and lack of matriculation. A better understanding of the relationships between racial microaggressions, mental well-being and career decision making can result in the tailoring of counseling and advising services on PWIs. Practitioners employed in counseling centers, advising offices, and career services must have a working knowledge of FGCSC experiences with racial microaggressions at the societal, institutional, interpersonal, and individual levels to deliver effective services.

This study aimed to take asset-based approach and identify Latino male students who were persisting in college, and to identify what strategies made them successful. This qualitative study consulted Tinto's revised student departure model, Bourdieu's theory of cultural capital, as well as Yosso's theory of community cultural wealth. A phenomenological design was utilized to identify the shared experience of first-generation Latino male college students who had persisted in college and maintained a 3.0 grade point average. Findings revealed that Latino students entered college with goals to provide better opportunities for the next generation. They encountered unfamiliarity, culture shock, and marginalization, all obstacles centered not on academic preparedness, but on unfamiliarity with the environment. They used their linguistic, navigational, and aspirational capital to navigate their two worlds. Their cultural upbringing stressed a strong commitment to family and community, i.e. familismo. They found community among in-group peers and college staff. This support network provided what Laura Rendon refers to as validating experiences. Once familismo was obtained they gained a sense of belonging and grew their cultural capital to become familiar with the college going culture. The learned the rules of the game which enabled students to focus on their goal of earning a college degree.

abstract: Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research study was to determine if embedding a College Success Curriculum (CSC) into a required class would help students more successfully navigate the first semester. The CSC was embedded into the action-researcher's freshman composition class and covered the following concepts: appropriate classroom behavior, communication, time management, and organization. Quantitative data included retrospective pre-intervention and post-intervention survey data. Qualitative data included the researcher's journal and student-written journal entries. Findings from this study indicated that students learned to communicate via email and to prioritize their time, however, the CSC did not have a measurable effect on students’ behavior, time management, or organization. Course success and retention after receiving the CSC remained at previous years’ rates. There continues to be a need to assist freshmen students in these critical college skills, and perhaps adapt some of the strategies used in this project for future iterations. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

abstract: ABSTRACT To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees. Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education. As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student. / Thesis (PhD)--University of Pretoria, 2017. / Informatics / PhD / Unrestricted

Immigrant entrepreneurship is defined as business establishment and ownership among immigrants who arrive to a new host country. Immigrant entrepreneurship has become an important theme due to the increasing rates of immigration to developed countries, and its impact on their economic development. However it is also discredited and qualified as low value-added, rarely innovative, restricted to the ethnic communities and with stagnating growth potential. Following this debate, a new research stream affirms that immigrants should not be treated as one entity. Thus attention is shifting towards groups of immigrant entrepreneurs that were previously neglected in the literature. One such group consists of the second generation children of immigrants. Work to date provides ample investigation about immigrant entrepreneurs and their entrepreneurial process; however there is less research on similarities and differences in the entrepreneurial process experienced by first and second generation immigrant entrepreneurs. Despite some recent research on second generation immigrant entrepreneurs, this topic remains understudied. The objective of this study is to understand, from a multi-level perspective, how different generations of immigrant entrepreneurs experience the entrepreneurial process. Using a grounded theory approach and qualitative in-depth interviews, the findings indicate that first and second generation immigrant entrepreneurs experience the entrepreneurial process differently by facing different micro and macro level enablers and obstacles. They also recognize, evaluate and exploit opportunities differently. The extent to which they are embedded in specific environments affects their entrepreneurial experiences.

In Fall semester 2021, Sherrod Library at ETSU provided the Personal Librarian (PL) program to First Generation and Transfer students. The PL contacts over 1600 students weekly by email, providing a newsletter with University and Library services. The PL also connected on a personal level with a YouTube video bi-monthly. The program was designed to build a relationship with the students so that they are comfortable asking for help and feel more confident in their ability to receive assistance.

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