No description available.

This study considered whether participation in several out-of-class experiences during high school influenced the odds that a student will aspire to earn at least a Bachelor’s degree. Additionally, this study considered whether these experiences, considered together, had a cumulative effect on the odds that a student will aspire to earn at least a Bachelor’s degree, and whether the influence of these high school experiences on college aspirations was moderated by a student’s race/ethnicity or socioeconomic status. Results of the study revealed that several high school experiences, including participation in science-related school programs, participation in extracurricular activities, sitting in on or taking a college class, searching the Internet or reading college guides for college options, and talking to a school counselor about going to college, increased the odds that a student would aspire to earn at least a Bachelor’s degree. Additionally, results revealed that participation in four or more of the high school experiences examined in this study had a cumulative, positive influence on students’ eleventh grade college aspirations, and that the relationship between participation in these high school experiences and students’ aspirations to earn at least a Bachelor’s degree was not moderated by race/ethnicity or socioeconomic status.

No description available.

The impetus of this study was a concern for the education and general welfare of boys. The interest in boys’ education has grown notably over the past ten years. This interest is evident in media reports, popular psychology texts, education reports and scholarly writing. Academic research on boys’ experience of education is less prolific although it does include studies conducted by Australian and international researchers. Central to this commentary on boys’ education is the concept of masculinity. Here there is a strong claim that boys’ academic performance and behaviour is influenced by the way they construct and live out masculine expressions. This research study is situated in a Catholic secondary school for boys (referred to as the College) and seeks to illumine the school experiences of students at the school. As school Counsellor I noted that some boys were displaying a lack of motivation for learning, resisted independent thinking and seemed to be opposed to authority. These characteristics, in turn, contributed to diminished academic performance and troublesome classroom behaviour. This observation raised issues in respect to the boys’ perceptions of masculinity and the various expressions of masculinity within the school. An analysis of historical and contemporary documents identified a mismatch between the stated vision and mission of the school and the structural organization it creates. This mismatch pointed to a critical gap between the stated purpose of its education and the social reality of boys’ educational experience. This critical gap was particularly evident in the school’s commitment to educating boys within a social justice framework. It seemed that investigation into the gender regime of the school and the implications this has for students was warranted. A review of literature in respect to the concept of masculinity and boys’ education served to further clarify the research problem and the purpose of this study. This review identified the various contemporary understandings of masculinity. It also explored the current debate about what is happening to boys in education and provided an outline of particular elements of the social constructionist’s understanding of collective masculinity expressions within a school setting. Commentary on how a school can configure its particular gender regime was of particular interest to this study. This review identified three research questions to guide this study. These questions are: Research Question 1: How do the students of the College understand masculinity? Research Question 2: What is the College’s gender regime? Research Question 3: What are the implications for students of the College’s gender regime? This research study was informed by a pragmatic understanding of the epistemology of constructivism and the principles associated with the theoretical framework of symbolic interactionism. A two-stage research design of exploration and inspection was employed to aid data collection, analysis and interpretation. In the exploratory stage data was collected through a questionnaire to 255 of the 301 Year 12 cohort. These data were analysed using both quantitative and qualitative methods and the results gave direction to the type of data needed in the second stage of the study, the stage of inspection. In the stage of inspection, data were obtained through two processes, one-to-one interviews and focus group discussions. An analysis of data collected in the second stage of the study led to the identification of a number of key findings in the way boys understand masculinity and the school has organized its gender regime. These findings highlight the domination of playing sport and the subordination and marginalization of other masculine expressions. They also give evidence of the existence of a critical gap between the school’s stated purpose based on Christian values, justice, holistic development, respect for the dignity of the individual, human striving and so on, and the reality it produces. The study concludes by outlining a number of recommendations that suggest themselves for the future development of the College. It recommends that the school introduce a gender education programme for students, review the gender regime that supports playing sport as the dominant masculine expression, and provide structures and opportunity for other masculine expressions to find approval and acceptance. Finally it is recommended that the vision that the school holds for the education of boys and its structural organization be open to scrutiny and exploration in order that what the school holds to be most important in the education of boys will be intentionally pursued.

No description available.

Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared during this research are the most valuable outcome because they reflect the real experiences of those most affected by the research topic. The study also explains how listening to immigrant children's personal stories is an act that supports justice and helps to fight against any kind of prejudice those children might face. The study emphasizes that children have the ability to engage in sophisticated conversations about themselves and their life experiences through the use of appropriate tools combined with believing in the children's rights.

This study investigated the perceptions that fourth grade African American students have of their school experience and explored whether there was a connection between their perceptions of school and academic performance, as measured by the California Standards Test. The students in the study either scored at the proficient or advanced level on the test or scored below proficient. Students who were in Special Education or who had disciplinary problems were excluded from the study. Students were interviewed at their school and asked questions related to school climate, perception of teachers, perception of administrators, and grade to grade perceptions. Results of the study indicated that the students perceived their school as a positive place where they felt valued and respected and came to learn. They perceived the adults as caring and felt positive about their teacher and administrators. In addition, there was no negative shift in grade to grade perception except for second grade. This was true whether students performed at the proficient or non proficient level. It was also true without regards to gender. In spite of the positive perceptions these students have of their school, their academic performance did not improve. Students articulated that they wanted more of a personal connection with their teachers and wanted to see more of their administrators. Based on the findings of the study, suggestions to address issues students expressed in their interviews include building personal relationships between students and teachers, increasing the visibility of administrators on campus, utilizing a variety of instructional strategies to engage students and to connect lessons to real life situations, implementing learning programs beyond the school day, and organizing a mentoring program.

Despite gains made in the educational attainment of ethnic minorities, members of these groups remain underrepresented in higher education. Fewer numbers of minorities at the undergraduate level translates into fewer minority students eligible to pursue graduate and professional degrees. As such, institutions of higher education have begun to recognize the importance of not only ensuring that minority students earn bachelor's degrees, but that they are prepared for success in graduate school. Graduate school preparation programs (GSPPs) were created to improve access, retention, and graduation rates among groups underrepresented in higher education, and prepare them for transition to graduate study. To date, however little research has been conducted to see if GSPPs actually assist minority students in making that transition. This study explored the academic and social transition experiences of minority students to graduate school and analyzed the differences in transition by race (Black/African American, Hispanic/Latino, American Indian/Alaskan Native), type of GSPP experience (no program, research-only program, graduate/professional school seminars only, holistic program), and duration of experience (less than six weeks during summer, 7-12 weeks during summer, summer and academic year). The study employed a national sample of 621 ethnic minority graduate students at nine research extensive universities. Data were collected using the Minority Graduate Student Experiences Survey (MGSES), a 77-item instrument specifically designed for this study. Items for the survey were developed utilizing existing literature on the academic and social integration experiences of graduate students. Overall, ethnic minority graduate students reported favorable academic and social experiences but appear to be more satisfied with their academic experiences than their social experiences. No significant differences were found by race on any of the subscales on the Academic Experiences (AE) scale, however, differences did emerge between Black/African American graduate students and Hispanic/Latino graduate students on one subscale of the Social Experiences (SE) scale. Significant differences were also found by program type and program duration on the AE and SE subscales. Finally, results indicated differences between those who reported no program involvement and those who had been involved in a program of some type on the both the AE and SE scales. / Ph. D.

O presente estudo investiga a percepção dos(as) estudantes do Ensino Médio sobre a contribuição que as experiências escolares podem trazer aos seus projetos de vida. Tomamos por referência o conceito de projetos vitais formulado por Damon, adotando a perspectiva da psicologia positiva (Seligman & Csikszentmihalyi). Partimos da concepção de que projetos que orientam a vida das pessoas são elementos centrais à humanidade e podem contribuir tanto para a satisfação pessoal como para fins coletivos. Entendemos que a juventude é um período relevante para a identificação de tais projetos, dada a necessidade do(a) jovem de projetar seu futuro e de escolher caminhos a serem percorridos na vida adulta. Buscamos compreender a complexidade desta fase da vida a partir da visão de alguns autores relacionados à psicologia (Inhelder & Piaget, Erikson, Damon) e à sociologia (Mannheim, Eisenstadt). Dada a função formativa da escola, à diversidade de experiências que propicia aos(às) estudantes e ao tempo que esses passam em seu interior, esta instituição torna-se potencialmente favorável à identificação de projetos de vida. O conceito de experiências escolares tem por base o trabalho de Dewey. Optamos por uma abordagem positiva do tema, ou seja, vamos nos deter nos elementos que contribuem para o desenvolvimento de projetos de vida. O plano de investigação traz os dados de uma pesquisa realizada com 305 estudantes do primeiro e segundo anos do Ensino Médio oriundos das redes pública e particular da cidade de São Paulo. A pesquisa, ao buscar a percepção dos sujeitos, adota uma abordagem qualitativa do problema, mas faz uso, também, de procedimentos quantitativos para alcançar seus objetivos. O conceito de projetos vitais pressupõe a investigação de diferentes elementos como objetivos e metas de vida, ações, percepção do sentido da vida e preocupação com o futuro. Para tanto, foi utilizado um instrumento com questões fechadas em uma escala do tipo Likert e questões abertas destinadas à identificação da contribuição da escola aos projetos de vida sob a ótica dos sujeitos envolvidos. A análise dos dados indica que a maioria dos(as) jovens têm projetos de vida econômicos ou hedonistas que se combinam com valores e objetivos de vida familiares, pró-sociais, religiosos, dentre outros. Os dados evidenciam que quase a totalidade dos(as) jovens consideram objetivos políticos sem importância para as suas vidas. A escola é percebida positivamente, 81% dos(as) participantes consideram que ela contribui para seus projetos de vida, principalmente por meio das disciplinas curriculares que têm seu significado associado ao futuro, à formação para o trabalho e ao vestibular. Dados relacionados à representação estudantil e atuação protagonista dos(as) estudantes revelam percentuais muito baixos de vivência desse tipo de experiência. Dentre as justificativas atribuídas às contribuições das experiências escolares detectamos significados que: são auto-centrados, incorporam o outro por meio de relações interpessoais e consideram interesses e causas coletivas. Os dados mostram que valores, objetivos de vida e significados atribuídos à escola combinam-se de maneiras diversas, evidenciando a complexidade que envolve a adoção de um projetos de vida. / The present study investigates the perception of high school students about the contribution that school experiences can bring to their life projects. Damon\'s formulation of the concept of purposes was taken for reference, adopting the perspective of positive psychology (Seligman & Csikszentmihalyi). The assumption adopted was that projects that guide people\'s lives are central to humanity and can contribute to both personal satisfaction and for collective purposes. It is believed that youth is a time relevant to the identification of such projects, given the need for the teenager in designing their future, choosing ways to be followed into adulthood. The complexity of this phase of life was sought understood in the view of some authors related to psychology (Inhelder & Piaget, Erikson, Damon) and sociology (Mannheim, Eisenstadt). Given the formative role of the school, the diversity of experience that delivers on students and to the time they spend in it, the identification of potentially life projects becomes favorable in this institution. The concept of school experiences have the basis on Dewey\'s work. A positive approach to the subject was choosen, ie, the elements that contribute in developing life projects will be consider. The research plan provides data from a survey with 305 students from first and second years of high school from public and private schools in São Paulo. The research, in order to seek the subjects\' perception, not only adopts a qualitative approach to the problem, but also makes use of quantitative procedures to achieve your goals. The concept of purposes involves an investigation of different elements such as goals and life goals, actions, perceptions of the meaning of life and concern with the future. For that, was used an instrument elaborated on a Likert scale with closed questions and open questions for identify the contribution of school in life projects from the perspective of those involved. Data analysis indicates that most of the youth have economic or hedonistic life projects that combine values with family life goals, pro-social, religious, among others. The data shows that almost all the youth do not consider the relevance of political objectives in their lives. School is perceived positively, 81% of (the) participants consider that it contributes for their life projects, mainly through the curriculum subjects that have their meaning associated with the future, training for work and college. Data related with student representation and youth protagonism data reveal very low percentage in the living this kind of experience. Among the reasons attributed to the contributions of school experiences were detected meanings wich are self-centered, incorporate the one by interpersonal relations and consider interests and collective causes. The data show that values, life goals and meanings attributed to school are combined in various ways, highlighting the complexity that involves adopting a life project.

O presente estudo investiga a percepção dos(as) estudantes do Ensino Médio sobre a contribuição que as experiências escolares podem trazer aos seus projetos de vida. Tomamos por referência o conceito de projetos vitais formulado por Damon, adotando a perspectiva da psicologia positiva (Seligman & Csikszentmihalyi). Partimos da concepção de que projetos que orientam a vida das pessoas são elementos centrais à humanidade e podem contribuir tanto para a satisfação pessoal como para fins coletivos. Entendemos que a juventude é um período relevante para a identificação de tais projetos, dada a necessidade do(a) jovem de projetar seu futuro e de escolher caminhos a serem percorridos na vida adulta. Buscamos compreender a complexidade desta fase da vida a partir da visão de alguns autores relacionados à psicologia (Inhelder & Piaget, Erikson, Damon) e à sociologia (Mannheim, Eisenstadt). Dada a função formativa da escola, à diversidade de experiências que propicia aos(às) estudantes e ao tempo que esses passam em seu interior, esta instituição torna-se potencialmente favorável à identificação de projetos de vida. O conceito de experiências escolares tem por base o trabalho de Dewey. Optamos por uma abordagem positiva do tema, ou seja, vamos nos deter nos elementos que contribuem para o desenvolvimento de projetos de vida. O plano de investigação traz os dados de uma pesquisa realizada com 305 estudantes do primeiro e segundo anos do Ensino Médio oriundos das redes pública e particular da cidade de São Paulo. A pesquisa, ao buscar a percepção dos sujeitos, adota uma abordagem qualitativa do problema, mas faz uso, também, de procedimentos quantitativos para alcançar seus objetivos. O conceito de projetos vitais pressupõe a investigação de diferentes elementos como objetivos e metas de vida, ações, percepção do sentido da vida e preocupação com o futuro. Para tanto, foi utilizado um instrumento com questões fechadas em uma escala do tipo Likert e questões abertas destinadas à identificação da contribuição da escola aos projetos de vida sob a ótica dos sujeitos envolvidos. A análise dos dados indica que a maioria dos(as) jovens têm projetos de vida econômicos ou hedonistas que se combinam com valores e objetivos de vida familiares, pró-sociais, religiosos, dentre outros. Os dados evidenciam que quase a totalidade dos(as) jovens consideram objetivos políticos sem importância para as suas vidas. A escola é percebida positivamente, 81% dos(as) participantes consideram que ela contribui para seus projetos de vida, principalmente por meio das disciplinas curriculares que têm seu significado associado ao futuro, à formação para o trabalho e ao vestibular. Dados relacionados à representação estudantil e atuação protagonista dos(as) estudantes revelam percentuais muito baixos de vivência desse tipo de experiência. Dentre as justificativas atribuídas às contribuições das experiências escolares detectamos significados que: são auto-centrados, incorporam o outro por meio de relações interpessoais e consideram interesses e causas coletivas. Os dados mostram que valores, objetivos de vida e significados atribuídos à escola combinam-se de maneiras diversas, evidenciando a complexidade que envolve a adoção de um projetos de vida. / The present study investigates the perception of high school students about the contribution that school experiences can bring to their life projects. Damon\'s formulation of the concept of purposes was taken for reference, adopting the perspective of positive psychology (Seligman & Csikszentmihalyi). The assumption adopted was that projects that guide people\'s lives are central to humanity and can contribute to both personal satisfaction and for collective purposes. It is believed that youth is a time relevant to the identification of such projects, given the need for the teenager in designing their future, choosing ways to be followed into adulthood. The complexity of this phase of life was sought understood in the view of some authors related to psychology (Inhelder & Piaget, Erikson, Damon) and sociology (Mannheim, Eisenstadt). Given the formative role of the school, the diversity of experience that delivers on students and to the time they spend in it, the identification of potentially life projects becomes favorable in this institution. The concept of school experiences have the basis on Dewey\'s work. A positive approach to the subject was choosen, ie, the elements that contribute in developing life projects will be consider. The research plan provides data from a survey with 305 students from first and second years of high school from public and private schools in São Paulo. The research, in order to seek the subjects\' perception, not only adopts a qualitative approach to the problem, but also makes use of quantitative procedures to achieve your goals. The concept of purposes involves an investigation of different elements such as goals and life goals, actions, perceptions of the meaning of life and concern with the future. For that, was used an instrument elaborated on a Likert scale with closed questions and open questions for identify the contribution of school in life projects from the perspective of those involved. Data analysis indicates that most of the youth have economic or hedonistic life projects that combine values with family life goals, pro-social, religious, among others. The data shows that almost all the youth do not consider the relevance of political objectives in their lives. School is perceived positively, 81% of (the) participants consider that it contributes for their life projects, mainly through the curriculum subjects that have their meaning associated with the future, training for work and college. Data related with student representation and youth protagonism data reveal very low percentage in the living this kind of experience. Among the reasons attributed to the contributions of school experiences were detected meanings wich are self-centered, incorporate the one by interpersonal relations and consider interests and collective causes. The data show that values, life goals and meanings attributed to school are combined in various ways, highlighting the complexity that involves adopting a life project.