In response to the Truth and Reconciliation Commission of 2015, and the longstanding advocacy of Indigenous peoples, there is a national movement within Canada to better support Indigenous students in post-secondary institutions. Research that is strength-based, Indigenous-led, and community-focused recognizes the wealth of existing Indigenous knowledge, practices and programs across Canada. This includes the variety of interventions which are being employed to Indigenize and decolonize post-secondary institutions, such as the On-Campus Friendship Centre at Grande Prairie Regional College. The On-Campus Friendship Centre, which is an Indigenous-based support program for all students, has been running for nearly two decades. Nationally, there are 125 Friendship Centres, yet the On-Campus Friendship Centre is the only one that is directly situated within a post-secondary institution. Through the guidance of my Métis Sash Research Framework, which I created to reconcile Indigenous and qualitative methodologies, I have engaged in research that explores the role of the On-Campus Friendship Centre in the experiences of Indigenous students at Grande Prairie Regional College. From my findings, I discuss the role of the On-Campus Friendship Centre and address prominent challenges within the program. I also highlight wise-practices for improving Indigenous-based support within post-secondary institutions across Canada. / Graduate / 2019-08-31

<p>The dissertation includes two independent chapters which investigated the experiences of individuals with disabilities in connection with societal attitudes regarding disability. The first article is a systematized review which analyzes and synthesizes the existing literature on implicit and explicit disability attitudes across multiple domains (e.g., educational; occupational; healthcare). Chapter 1 identifies common themes across the existing literature and identifies potential predictors and buffers of negative disability attitudes. The article concludes with a call to counseling psychologists to address negative disability attitudes utilizing the roles and themes of the field. Finally, suggestions are made regarding the development and implementation of interventions to help address negative disability attitudes and the subsequent harmful effects. </p><p>The second article is an empirical study that examines factors related to the persistence intentions of individuals with disabilities to address the high attrition rates of this population within postsecondary environments. A moderated mediation model is proposed to address four hypotheses. First, I hypothesized academic self-efficacy would mediate the relationship between stereotype threat and persistence intentions. Second, coping self-efficacy would mediate the relationship between stereotype threat and persistence intentions. Third, social self-efficacy would mediate the relationship between stereotype threat and persistence intentions. Fourth, I hypothesized that endorsing a growth mindset would buffer against the negative indirect relationship between stereotype threat and persistence intentions which operate through academic self-efficacy. Data were collected from postsecondary students who identified as having one or multiple diagnosed disabilities at a large public university in the Midwest. The study results supported my first hypothesis that academic self-efficacy would significantly mediate the relationship between stereotype threat and persistence intentions. Additionally, the results revealed that high levels of perceived stereotype threat were associated with lower levels of coping self-efficacy and social self-efficacy, as the researcher anticipated. However, our second and third hypotheses were rejected due to these mediating factors not significantly influencing a participants’ intentions to persist within the academic environment. Finally, the results suggested that one’s mindset of intelligence was a positive main effect predictor of academic self-efficacy. However, contrary to our fourth hypothesis, mindset of intelligence did not significantly moderate the negative indirect relation between stereotype threat and persistence intentions that operate through academic self-efficacy.</p>

Increasing the access to post-secondary education is a top priority around the world, but still many graduates experience serious challenges in entering the labor market. In Tanzania the issue is prominent and partly associated with the skills mismatch, but also with the imbalance of the number of jobs available in relation to the number of graduates seeking for a job. Skills development is acritical element of all efforts in this challenging area, and therefore a number of organizations has emerged to focus on this, especially in Tanzania. The area has been explored in the literature, but mainly quantitatively on a macro-level. Hence, there is a need of more qualitative research regarding the best practices of organizations focusing on skills development. This thesis therefore aims to investigate how skills development organizations can support graduates in entering the labor market in Tanzania. The thesis is a Minor Field Study, implying that semi-structured interviews with graduates and skillsdevelopment organizations were conducted on-site in Tanzania. Further, hypotheses, regarding challenges that graduates experience when entering the labor market, were formulated and tested through qualitative and quantitative data. The findings imply that the challenges graduates experience can be categorized into three groups: structural, skills and attitude. Skills development organizations can therefore support graduates in entering the labor market by addressing these challenges and adopt measures in three different operations: the planning, the execution and the evaluation of skills development activities. Except for specific actions within each operation, the findings accentuate the importance of incorporating both the graduate and employer perspective, as well as viewing the support as a long-term process, from the first years of studies to obtaining employment. / Att öka tillgången till eftergymnasial utbildning har hög prioritet runt om i världen, men trots att fler utbildas är arbetslösheten bland unga fortfarande ett stort problem. I Tanzania är detta särskilt påtagligt och delvis förknippat med kompetens- och kunskapsbrist, men också med obalansen mellan antalet lediga jobb och antalet utexaminerade som söker jobb. Hur organisationer kan stötta unga i övergången från utbildning till arbetsmarknaden har undersökts tidigare, men då främst genom kvantitativ forskning på makronivå. Därför behövs fler kvalitativa studier om hur organisationer effektivt kan stötta unga personer in på arbetsmarknaden, vilket detta arbete syftar till. Studien har utförts som en mindre fältstudie på plats i Tanzania. Den empiriska data som har använts i studien har samlats in genom intervjuer med studenter och organisationer samt genom ett frågeformulär. De empiriska resultaten kombinerades sedan med litteratur för att besvara forskningsfrågorna. Resultaten visar att utmaningar som utexaminerade studenter upplever kan delas in i tre kategorier; strukturella-, kompetens- och attitydutmaningar. Organisationer kan därför stödja utexaminerade studenter att komma in på arbetsmarknaden genom att möta dessa utmaningar och vidta åtgärder inom tre olika områden: planering, genomförande och utvärdering av aktiviteter för kompetensutveckling. Förutom specifika åtgärder inom vardera områden, betonar resultaten vikten av att införa både student- och arbetsgivarperspektivet, samt att se stödet som en långsiktig process, från de första studieåren till anställning eller självanställning

No description available.

No description available.

Increasing the access to post-secondary education is a top priority around the world, but still many graduates experience serious challenges in entering the labor market. In Tanzania the issue is prominent and partly associated with the skills mismatch, but also with the imbalance of the number of jobs available in relation to the number of graduates seeking for a job. Skills development is a critical element of all efforts in this challenging area, and therefore a number of organizations has emerged to focus on this, especially in Tanzania. The area has been explored in the literature, but mainly quantitatively on a macro-level. Hence, there is a need of more qualitative research regarding the best practices of organizations focusing on skills development. This thesis therefore aims to investigate how skills development organizations can support graduates in entering the labor market in Tanzania. The thesis is a Minor Field Study, implying that semi-structured interviews with graduates and skills development organizations were conducted on-site in Tanzania. Further, hypotheses, regarding challenges that graduates experience when entering the labor market, were formulated and tested through qualitative and quantitative data. The findings imply that the challenges graduates experience can be categorized into three groups: structural, skills and attitude. Skills development organizations can therefore support graduates in entering the labor market by addressing these challenges and adopt measures in three different operations: the planning, the execution and the evaluation of skills development activities. Except for specific actions within each operation, the findings accentuate the importance of incorporating both the graduate and employer perspective, as well as viewing the support as a long-term process, from the first years of studies to obtaining employment. / Att öka tillgången till eftergymnasial utbildning har hög prioritet runt om i världen, men trots att fler utbildas är arbetslösheten bland unga fortfarande ett stort problem. I Tanzania är detta särskilt påtagligt och delvis förknippat med kompetens- och kunskapsbrist, men också med obalansen mellan antalet lediga jobb och antalet utexaminerade som söker jobb. Hur organisationer kan stötta unga i övergången från utbildning till arbetsmarknaden har undersökts tidigare, men då främst genom kvantitativ forskning på makronivå. Därför behövs fler kvalitativa studier om hur organisationer effektivt kan stötta unga personer in på arbetsmarknaden, vilket detta arbete syftar till. Studien har utförts som en mindre fältstudie på plats i Tanzania. Den empiriska data som har använts i studien har samlats in genom intervjuer med studenter och organisationer samt genom ett frågeformulär. De empiriska resultaten kombinerades sedan med litteratur för att besvara forskningsfrågorna. Resultaten visar att utmaningar som utexaminerade studenter upplever kan delas in i tre kategorier; strukturella-, kompetens- och attitydutmaningar. Organisationer kan därför stödja utexaminerade studenter att komma in på arbetsmarknaden genom att möta dessa utmaningar och vidta åtgärder inom tre olika områden: planering, genomförande och utvärdering av aktiviteter för kompetensutveckling. Förutom specifika åtgärder inom vardera områden, betonar resultaten vikten av att införa både student- och arbetsgivarperspektivet, samt att se stödet som en långsiktig process, från de första studieåren till anställning eller självanställning

The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and acquired information specifically pertaining to the high school Latino male population. Participants for the study included Latino male high school students in Grades 9-12, parents of Latino male high school students in Grades 9-12, and counselors of high school students in Grades 9-12. The study was conducted across two campuses. Data for student and parent participants were obtained through an online survey questionnaire and counselor data was obtained through face-to-face semi-structured interviews. The results of this study reveal that there are influential characteristics that contribute to Latino males' potential enrollment in college. Of the data obtained from student participants, 70.2% of participants on Campus 1 and 90.5% of participants on Campus 2 planned on attending college. Responses from parent surveys found that 85.8% of parents had expectations for their Latino male student to attend college. Through the semi-structured focus group interviews, it was found that the school district and campuses in which the study was conducted had several procedures or processes in place to positively encourage Latino male student enrollment in four-year colleges. Results of this study provide a better understanding and insight on characteristics that influence the high school Latino male student in Grades 9-12 to enroll in college.

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)