xi, 91 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study used the existing database of 1,052 schools contained in the National Education Longitudinal Study of 1988 to examine the predictors that were related to high school students' enrollment in postsecondary education (PSE). In order to determine which school-related experiences had an impact on the students' enrollment in PSE, a multiple regression analysis was conducted. The results indicate that student attendance rates and "being held back" are significant predictors for predicting postsecondary enrollment across all analyses and for subpopulations disaggregated by race, SES, and gender. Recommendations to encourage student enrollment in postsecondary programs include providing grade level interventions to avoid the detrimental effects of a student repeating a grade, as well as developing programs to increase student engagement levels in the high school setting. Limitations to the study include control strategies for confounding factors. The inclusion of additional control variables, such as parents' level of education, would increase the validity of the findings. / Adviser: David Conley

xvi, 283 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The dual roles of educators and gatekeepers (Laliotis & Grayson, 1985; Vacha-Haase, Davenport, & Kerewsky, 2004) require faculty to identify and work with students who are identified as having problems of professional competence (TIPPC). Although a number of researchers (e.g., Forrest, Elman, Gizara & Vacha-Haase, 1999; Huprich & Rudd, 2004; Vacha-Haase et al.) have found that on average, at least one student per program is identified as having professional competence problems every three to five years, few have explored trainers' experiences working with colleagues and TIPPCs on trainee remediation or dismissal. Even fewer have explored trainers' processes for working at intersections of diversity with TIPPC, leading some researchers (Forrest et al., 1999) to suggest that programs' mechanisms for identifying and remediating problems of professional competence in training have not adequately addressed intersections with diversity. The omission of these variables is particularly troubling as it may pose threats to the retention of diverse cohorts. Using a Grounded Theory approach, interviews with 22 training directors (TDs) and faculty members were analyzed to explore processes for conceptualizing and addressing intersections of diversity with TIPPC. A model emerged in which participants described dilemmas, examined apparent problems, reached decisions and acted on what they had learned. Processes for conceptualizing and addressing these intersections were embedded in contexts of (a) espoused ideologies and (b) program variables that impacted conversations about intersections of diversity with TIPPC. Participants who espoused a context-attentive approach demonstrated less consistency than participants who espoused a colorblind approach, sometimes losing or discontinuing attention to context during their analyses. Possible reasons for this discrepancy, as well as training, research, and political implications are discussed. / Adviser: Linda Forrest

xiv, 134 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Recent mandates for increased multicultural competence training in a variety of fields have stimulated a growing need for reliable and valid multicultural competence assessment instruments. Existing instruments have demonstrated varying levels of reliability and validity in assessing multicultural knowledge, awareness, and skills and have been critiqued for limitations in scope, applicability, and ability to capture the developmental nature of multicultural competence. In an attempt to address limitations of existing measures, this study investigated an original measure of multicultural competence utilizing a stages of change framework. The stages of change model has been applied to many types of behavior change but not yet to the construct of multicultural competence. The participants in this study were undergraduate and graduate students in human services (assessed one time), graduate students in education (assessed before and after participation in a required diversity course), and student services professionals (assessed before and after participation in a multicultural training). Findings suggest that the proposed measure, the Multicultural Competence Stage of Change Scale (MCSCS), has a six factor structure corresponding to the five stages of change and one social acceptability factor. The reliability of the measure was adequate, with values of Cronbach's α above .70 for 4 out of 6 subscales and .82 for the full scale score. The validity of the MCSCS was demonstrated by significant correlations with the Multicultural Awareness, Knowledge, and Skills Scale, Counselor Edition, Revised. Results indicate that student affairs professionals scored significantly higher than education students on the Pre-Contemplation and Preparation subscales and that pre-test scores were significantly lower than post-test scores on the Pre-Contemplation, Contemplation, and Action subscales. This study provides evidence that the MCSCS is a promising measure of multicultural competence stage of change. A discussion of the findings includes strengths of the MCSCS, limitations of this study, future research directions, recommended measure revisions, and applications of the MCSCS to clinical and vocational settings. / Committee in charge: Dr. Ellen McWhirter, Chair; Dr. Krista Chronister; Dr. Joseph Stevens; Dr. Mia Tuan

abstract: The primary goal of this study was to extend previous research on traditional masculinity by examining the longitudinal associations between traditional masculinity, school engagement and attitudes toward school in a sample of middle school students. Following a sample of 338 (Mage = , SDage = , 54% male, 46% Latino) students from the 7th to 8th grades, I examined how students' self-reported endorsement of and adherence to physical toughness and emotional stoicism norms of masculinity were associated with their engagement with school and their attitudes of school liking and school avoidance. I also examined whether the endorsement and adherence to these norms varied by sex and ethnicity, and whether they changed over the one-year period. Results indicated that endorsing and adhering to masculinity norms of emotional stoicism were negatively associated with school engagement, after controlling for school engagement at Time 1. Furthermore, endorsing and adhering to masculinity norms of physical toughness were negatively associated with attitudes of school liking even when controlling for school liking at Time 1. These results were the same boys and girls, and for Latino and White adolescents. Moreover, results indicated sex, but no ethnicity differences in traditional masculinity, such that males generally reported higher levels of endorsement and adherence to norms of physical toughness and emotional stoicism. There were also identifiable developmental patterns in traditional masculinity over a one-year period. The contributions of these findings to the current scholarship on masculinity, along with their implications for future research and practice, are discussed. / Dissertation/Thesis / Masters Thesis Family and Human Development 2015

In this paper the relevance of understanding the different meanings of culture in the counseling profession is presented. Two approaches to the concept of culture as they relate to counseling are suggested: the first approach stresses the organisational culture of the institution where the counselor works; the second —the multicultural approach— calls for the complex recognition of the variety of ethnic cultural backgrounds of those involved in the counseling situation. Professional practices are analysed as means for the reinforcement of present conditions or as ways for changing them. The concepts of empowerment of and advocacy for our clients are put forward as main components in the challenging new roles of the counseling profession. Implications for counselors are suggested. / En este estudio se destaca la importancia de la comprensión de los diferentes significados de la cultura para la práctica profesional del consejero psicológico escolar. Se sugieren dos aproximaciones hacia el concepto de cultura, en relación con la consejería psicológica: la primera señala la importancia de la cultura organizacional en la institución donde labora el consejero psicológico, mientras que la segunda —la aproximación multicultural— sugiere el complejo reconocimiento de la variedad de antecedentes étnico-culturales de aquellos que están comprometidos con la situación de consejería. Se analizan las prácticas profesionales según su relevancia para el refuerzo de las condiciones actuales, o como formas para promover el cambio. Los conceptos de empoderamiento y defensa para con los pacientes-clientes son señalados como los componentes principales en los nuevos roles que retan la profesión del consejero psicológico, sugiriéndose implicancias para la consejería psicológica.

abstract: School bullying is a serious problem for children and adolescents, associated with a multitude of psychological and behavioral problems. Interventions at the individual level have primarily been social skills training for victims of bullying. However, investigators have had mixed results; finding little change in victimization rates. It has been suggested victims of school bullying have the social skills necessary to be effective in a bullying situation; however they experience intense emotional arousal and negative thoughts leading to an inability to use social skills. One intervention that has been getting increasing acknowledgement for its utility in the intervention literature in psychology is mindfulness. However, there has been no research conducted examining the effects of mindfulness meditation on victims of bullying. Therefore, the purpose of this study was to develop an online intervention for victims of bullying that utilizes the cutting-edge technique of mindfulness and to determine the efficacy of this intervention in the context of bullying victimization. Participants were 32 adolescents ages 11 to 14 identified by their school facilitators as victims of bullying. Repeated measures ANOVAs were used to assess the efficacy of the NMT program versus a treatment as usual (TAU) social skills program. Results revealed significant decreases in victimization and increases in mindfulness among both treatment groups from pre-test to follow-up and post-test to follow-up assessments. There were no differences found between the two treatment groups for mean victimization or mindfulness scores. Overall, the NMT program appears to be a promising online intervention for bullied teens. Directions for future research and limitations of this study were also discussed. / Dissertation/Thesis / Ph.D. Counseling Psychology 2013

<p> This qualitative study explored the perceptions of 14 African American male undergraduate students about their high school preparation for post-secondary education. This study synthesized past and present research on the experiences of African American males within the public education system and examined how school discipline and the lack of positive student-teacher relationship negatively impacts the trajectory of African American males entering into institutions of higher education. Through semi-structured interviews three salient themes emerge: (1) inconsistent support from certificated school personnel in meeting the needs of African American male high school students; (2) lack of academic preparedness for post-secondary education in high school programming; and (3) the importance of family support and role models for Black male high school students. The results from these interviews highlighted the continuous disparities African American males&rsquo; face within the K-12 system. Such barriers impede on college access and success.</p><p>

As counselors become aware of the importance of providing culturally sensitive counseling, they can use evaluation and assessment to support client career development (Swanson & Fouad, 2014). For culturally sensitive career assessment, counselors should understand cultural factors, including the values and level of acculturation that may influence the career development process (Byars-Winston, 2014; Leong & Gim-Chung, 1995). To address this issue, this study developed and validated the Career Maturity Inventory: A Korean Form based on the Career Maturity Inventory - Counseling Form C (Savickas & Porfeli, 2011). Using Korean high students, this study validated the Korean version of the Career Maturity Inventory by translating it from English into Korean and then back from Korean into English. The structures of the two versions of the Career Maturity Inventory were comparable. This is meaningful because cross-culturally valid career inventories for adolescents who have different ethnic and cultural backgrounds create opportunities for evaluating career development and supporting career issues.

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