Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Albert R. Cavalier, School of Education. Includes bibliographical references.

Thesis (Psy.D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 66-77).

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 18, 2006) Vita. Includes bibliographical references.

Thesis (M.A.)--Capital Bible Seminary, 1990. / Includes bibliographical references (leaves 48-50).

Disputats, Stockholms universitet, 2006.

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Bahira Sherif-Trask, Individual & Family Studies. Includes bibliographical references.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ed.M.)--Boston University / The purpose of this study is to find the relationship between the parental attitudes of acceptance and rejection and skill in reading in a group of fifty-eight male students from a private preparatory school. Parental attitudes tend to fall into two main classifications: acceptance and rejection. The attitude of parental acceptance is closely related to the sentiment of love. The attitude of parental rejection is closely related to the sentiment of hate. Many parents have ambivalent feelings of love and hate for their children, but there is a tendency for either acceptance or rejection to be predominant in the total parental relationship with the child.

Thesis (M.S.)--Boston University

Qualitative research on education and aspirations has been produced with the sole focus on the reproduction of class inequalities within a White middle class structure. There has only been a handful of studies of analytic engagement with Black professional middle class parents' expectations and aspirations regarding their children's futures in Britain. This gap creates an opportunity for new research to gain deeper insight into what decisions and choices are made by Black professional middle class parents and bring to light important knowledge of professional middle class educational attainment. The research presented here explored how Black professional middle class parents’ construct strategic approaches towards creating better futures for their children within a predominantly White middle class structure. Drawing on primary data taken from interviews with 25 Black African and Black Caribbean middle class parents’ (half from African or Caribbean heritage) , this thesis analyses parents’ strategic decision making and navigation in an unequal playing field of education. Findings indicate adaptations of Bourdieu’s social, cultural and economic capitals to prepare and engage their children along certain pathways in order to create aspirational opportunities. Using Critical Race Theory (CRT) it is argued that while class is very influential in explaining educational attainment, understanding Black professional middle class parents’ aspirations for their children requires a deeper understanding of race. Evidence from in-depth narratives provided an insight into parents' own biographies that were either originally working or middle class backgrounds in shaping their orientations to, and manner of engagement with, their children's futures. Drawing from the data middle class parents were beginning to be geographically mobile, moving out of inner London areas in search of a better quality of life for their children and a preferred school choice – with a higher quality of education found around the surrounding areas of London and the South East suburbs. Parents’ subjective biographies illustrated diverse parenting practices and values such as those sets of parents using their Christian faith to help build a solid foundation for moral values, self-confidence and respectability. The research offers new insights into the choices made and strategic approaches used to nurture high aspirations for Black professional middle class children’s futures.