Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 194-205).

D.Phil. (Political Science) / Please refer to full text to view abstract

This research examined correlates of political efficacy in children of different national and ethnic backgrounds. It was hypothesized that children who participate in family and school decision-making which affects them would be more efficacious than children with little or no participation in family and school decision-making. It was also hypothesized that participation in family and school decision-making would vary with social status and ethnic background. The children studied were mostly sixth graders, and of 11-12 years of age. Children of Anglo, Mexican-American, and Mexican backgrounds were administered written questionnaires in their classrooms. The classes tested were drawn from nine schools which were a mixture of public and private in each country. Five schools in El Paso, Texas, and four in Juarez, Mexico, were selected, by reputation, to represent lower, middle, and upper middle classes in each country. An attempt was also made to obtain a sample which would adequately represent each national and ethnic group within each category of socioeconomic status. Family decision-making patterns did, in fact, correlate with differences in socioeconomic status and ethnic background in both the U.S. and Mexico. Middle and upper status children were more likely to participate in family decision-making than were low status children. Of the middle and upper status children, however, middle status children were somewhat more likely to participate in family decision-making than upper status children and this was true both in the U.S. and Mexico. Anglos were more likely to participate than were Mexican-Americans and Mexicans. Regression suggests, however, that when socioeconomic status is controlled for, that ethnic background is no longer relevant to this question in the U.S. In Mexico, some Mexican children also responded to the categories Anglo or Mexican-American, instead of Mexican, and it was determined that these responses, in the border environment, indicated an acculturation to "mainstream" U.S. patterns. Significant differences exist in Mexico between children who call themselves Anglo, for example, and those who call themselves Mexican in regard to participation in family decision-making. The children tested in the U.S. report widely different patterns of school participation, which correlate with socioeconomic status. In Mexico, however, children uniformly report moderately participant school environments. Regression indicates that school decision-making patterns vary directly with family decision-making patterns. In each country, the only significant predictor of school decision-making is family decision-making patterns. School decision-making, in turn, correlates at a moderate level with efficacy in each country. Regression indicates, however, that school decision-making has a somewhat different role in the two countries. In the U.S., regression shows family decision-making as the primary, significant predictor of efficacy whereas regression for Mexico shows school decision-making as the primary, significant predictor of efficacy. The basic hypotheses are thus confirmed, with some modifications for each country. In the U.S., family decision-making correlates most strongly with social status. In Mexico, ethnic background responses seem to reflect acculturation to "mainstream" U.S. patterns just across the border and are the strongest correlate of family decision-making patterns. In both countries, the only significant predictor of school decision-making patterns are family decision-making patterns. School decision-making patterns, in turn, correlate with efficacy. Regression, however, indicates that in the U.S., it is the family decision-making patterns which are significant in predicting efficacy whereas in Mexico it is the school decision-making patterns which are most significant in predicting efficacy.

This research is to probe into the political attitude and the values of the female collegians, and take the Tainan Woman¡¦s College of Arts & Technology for example which only recruited females. The research on plural educational systems and different ages hopes to understand the life and the learning experience of the students from the way of the students¡¦ political socialization including the different backgrounds.(families, schools, mass media and peer-groups .) by using a questionnaire survey. We hope the results of this research can be the references of the schools and education. The major results are as follows: 1.The relations between the parents¡¦ occupation and the family socialization are large. 2.There was no significant difference on the family authority types between different grades. 3.There was no significant difference on the family discipline methods between different grades. 4.There was no significant difference on the family politics between different grades. 5.The school socialization is related to the educational systems, genders, the educational background of the mothers and the parents¡¦ occupation. 6.The relations between the mass media and the grades are large. 7.The peer-groups socialization is related to the educational systems, genders, the educational background of the fathers. 8.In the angles of the students¡¦ basic political attitudes forming, the national identity is related to the grades, the educational background of the mothers and the parents¡¦ occupation. 9.The students think that Taiwan and the China are different nations, more students think that Taiwan is a country. 10The ideologies of independence and unification are related to the educational background of the fathers and the parents¡¦ occupation. 11The percentage of maintaining the present situation is the most and the percentage of unifying is the least. KEY WORD: political attitude and the values, political socialization

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Thesis (Ph. D.)--Universität, Halle-Wittenberg. / Description based on print version record.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 66-74). Also available via the Internet.

Thesis (Ph. D.) - Universität, Halle-Wittenberg.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A. in communication)--Washington State University, May 2007. / Includes bibliographical references (p. 44-48).