"Thèse de l'Université de Lausanne"--T.p. verso. / Includes bibliographical references (p. [315]-326).

That negative racial prejudice is learned, that the learning process begins at an early age, and that the behavior can be influenced and changed are generally accepted tenets of modern behavioral science. The present study has attempted to evaluate the effect of the Head Start Child Development Program on the evolution of race prejudice in the disadvantaged preschooler.A sample of 20 Head Start children, ages 4-6s were compared with 20 children of the same age range deriving 10 each from an all black and an all-white low income day care center.Attention was given to an equal male-female distribution in all four groups. Participants were further matched socio-economically to the extent possible.All 40 participants responded to a series of questions, following an exercise involving the placement of a family of white dolls and a family of black dolls in a doll house. The testing situation remained essentially unstructured, to the extent possible, in an effort to elicit spontaneous responses.In all cases, familiarity had been previously established with the writer.Responses were to questions and exercises designed to illuminate on a tendency to physically integrate or segregate (as reflected by actual placement of the dolls in situations of black-black, white-white, or black-white interactions, beyond calculated chance expectation), and to determine relative levels of awareness of color differences in terms of the concept of race and, finally, any preferences for one color over the other.A systematized method for quantifying the results in terms of these factors was subsequently developed.Salient findings indicated that although involvement in the Head Start program had a generally positive effect on the child participants in terms of diminishing racially prejudiced types of behaviors, ultimately the elimination of such behavior will require equality and integration in the total environment.

This thesis examines religiosity in the U.S. military and at the U.S. Naval Academy. More specifically, this qualitative study briefly explores whether belief in and practice of religion affects the overall adjustment and experience of midshipmen at the U.S. Naval Academy. Data were collected through focus groups with first and second class midshipmen (seniors and juniors, respectively) in the Classes of 2006 and 2007. Content coding revealed current issues of tolerance, acceptance, diversity, and understanding between midshipmen with differing religious beliefs and the in-group/out-group phenomenon that occurs between the religious majority and minority of the institution. Research into minority and diversity issues are compared to focus group data about minority versus majority religious groups and beliefs. Focus group respondents did not uncover or suggest any serious or egregious affronts to religious tolerance. However, there is anecdotal evidence that biases and prejudices remain especially with regard to atypical or unusual groups. Respondents spoke of racism, homophobia, and specifically, intolerance towards religious minorities. The message of tolerance has not penetrated some emotional reactions and there exists undertones of intolerance regarding certain diversity issues. Recommendations include individual and group counseling and development of a structured diversity and acceptance education curriculum. / US Navy (USN) author.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 190-202). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43413.

Thesis (B.A.Hons. 1973) from the Dept. of History, University of Adelaide.

Thesis (Ed. D.)--University of Washington, 1995. / Vita. Includes bibliographical references (leaves [121]-130).

Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2008. / Also available on the Internet from ProQuest (log-in required). Includes bibliographical references (p. 330-346).

Thesis (M.A.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.