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Thesis advisor: Philip G. Altbach / This is a phenomenological study of ten graduate international students at Chardin University (pseudonym). Through 30 in-depth interviews, multiple social contacts, and group and member checking sessions, stories emerged that highlight the social experiences of these graduate international students through their transient lives. Theoretical frameworks used to interpret the findings were transnationalism, adult transitional theory, and the graduate socialization model. This study provides a forum for participants to narrate their stories instead of being invisible and silent as they pass through our institutional corridors. What emerged from these narratives is that graduate international students cannot be grouped as one monolithic entity because they all lead variant and divergent lives. This research enumerates the intricacies, shades, and textures of their lives as they persist, succeed, and develop identities. In the past, graduate international students' social experiences have been portrayed in an oversimplified fashion, when in fact such students lead extremely complex lives as they negotiate a world that comprises both home and host country. Strongly lacking in the realm of social experiences have been meaningful relationships with American peers (looking beyond superficial ones), the university, and the local community. Operating within transnational social fields, regular prolonged conversations with family and friends from home tend to prevent participants from seeking out new connections in the United States. Most participants find comfort within their own ethnic enclaves, leading to cross-cultural isolation, which is still prevalent after decades of research conducted on this population. This study challenges universities to forge new pathways to engage with this vital and vibrant student body in meaningful, innovative, and creative ways. It is the responsibility of institutions of higher learning to understand the intricacies of their lives, as well as differences in religion, language, and socialization patterns. Universities need to find new ways to stay relevant in the lives of graduate international students during their tenure in the United States. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Doctor of Philosophy / This study addresses the situation of adults who become deafblind. To date, their everday lives have received little attention in the research literature. Of the few studies conducted many involve surveys, the findings of which present the characteristics of people who are deafblind such as their rates of employment, need for support, or use of equipment. There are also a small number of qualitative studies that have explored the effects of having dual sensory impairment, and particularly in relation to communication and psycho-social wellbeing. Important as these research efforts have been, there is little empirical information available about the everyday lives of people who become deafblind and their concerns, nor any systematic attempt to theorise their experiences. There are however many personal anecdotes typically presented at conferences or through community publications and newsletters. This project aimed to redress the gap in the literature by developing a theoretical framework to explain the everyday experiences of adult who become deafblind. In doing so, it built upon the research and anecdotal literature with an overall purpose of presenting, through rigorous research, the experiences of adults who become deafblind and to do so within the broader discourse on disability and disablism. The study was informed by the social relational understanding of disability developed within the Nordic countries. Grounded theory was the method of choice to examine the lives of adults who become deafblind from their own perspective.Participant observation was employed through direct engagement in shared experiences with adults who have become deafblind both at a social group and via an e-mail list group. Mulitple in-depth interviews were undertaken both face to face and by e-mail with a smaller group of eight participants.The core finding from this study is that people who become deafblind are rendered interactionally powerless in a society predicated on seeing and hearing. The powerlessness that they experience comes from having this dual impairment in a world in which being able to see and hear are expected both in the physical and social environment. The inability of people who become deafblind to 'know and be' in the world in the same way as others results in them feeling, and experienceing, interactional powerlessness. In response, people who become deafblind actively engage in trying to minimise or remove their powerlessness. They do so by working to negotiate a place in this hostile world. They adopt four interrelated strategies, namely, doing things differently, managing support relationships, survivings others' perceptions and presenting sides of self.This study, with its central tenet that interactional powerlessness drives ongoing attempts to negotiate a place makes a theoretical contribution to understanding the experience of becoming deafblind. The findings support the concept of disbaility as social relational. Disability is not the same as the sensory impairment, rather it is expressed in the organisation of personal relations in society which render some more powerful than others and in this case, some less powerful due to their inability to use the natural means of communication of hearing and sight. Moreover, the study findings propose that professionals working with people with this dual sensory impairment must endeavour to reduce their part in the hostile world by providing information about options and support available; recognising the complexity of these adults support requirements; and considering the link between psycho-emotional issues and disablism. Further research is needed to understand empirically and theoretically the relative contribution of personal relationships vis a vis organisational or structural relationships in disabling people who become deafblind.

Doctor of Philosophy / This study addresses the situation of adults who become deafblind. To date, their everday lives have received little attention in the research literature. Of the few studies conducted many involve surveys, the findings of which present the characteristics of people who are deafblind such as their rates of employment, need for support, or use of equipment. There are also a small number of qualitative studies that have explored the effects of having dual sensory impairment, and particularly in relation to communication and psycho-social wellbeing. Important as these research efforts have been, there is little empirical information available about the everyday lives of people who become deafblind and their concerns, nor any systematic attempt to theorise their experiences. There are however many personal anecdotes typically presented at conferences or through community publications and newsletters. This project aimed to redress the gap in the literature by developing a theoretical framework to explain the everyday experiences of adult who become deafblind. In doing so, it built upon the research and anecdotal literature with an overall purpose of presenting, through rigorous research, the experiences of adults who become deafblind and to do so within the broader discourse on disability and disablism. The study was informed by the social relational understanding of disability developed within the Nordic countries. Grounded theory was the method of choice to examine the lives of adults who become deafblind from their own perspective.Participant observation was employed through direct engagement in shared experiences with adults who have become deafblind both at a social group and via an e-mail list group. Mulitple in-depth interviews were undertaken both face to face and by e-mail with a smaller group of eight participants.The core finding from this study is that people who become deafblind are rendered interactionally powerless in a society predicated on seeing and hearing. The powerlessness that they experience comes from having this dual impairment in a world in which being able to see and hear are expected both in the physical and social environment. The inability of people who become deafblind to 'know and be' in the world in the same way as others results in them feeling, and experienceing, interactional powerlessness. In response, people who become deafblind actively engage in trying to minimise or remove their powerlessness. They do so by working to negotiate a place in this hostile world. They adopt four interrelated strategies, namely, doing things differently, managing support relationships, survivings others' perceptions and presenting sides of self.This study, with its central tenet that interactional powerlessness drives ongoing attempts to negotiate a place makes a theoretical contribution to understanding the experience of becoming deafblind. The findings support the concept of disbaility as social relational. Disability is not the same as the sensory impairment, rather it is expressed in the organisation of personal relations in society which render some more powerful than others and in this case, some less powerful due to their inability to use the natural means of communication of hearing and sight. Moreover, the study findings propose that professionals working with people with this dual sensory impairment must endeavour to reduce their part in the hostile world by providing information about options and support available; recognising the complexity of these adults support requirements; and considering the link between psycho-emotional issues and disablism. Further research is needed to understand empirically and theoretically the relative contribution of personal relationships vis a vis organisational or structural relationships in disabling people who become deafblind.

Public funding of higher education has declined substantially in recent years (Alexander, 2000; Esposito, 2010; Mortenson, 2012; NACUBO, 2011; Redd, 2014; Serna and Harris, 2014), while operating costs and demand have increased (Desrochers and Kirshstein, 2012; Mortenson, 2012; Mumper and Freeman, 2011; NCSES, 2014; Serna and Harris, 2014; St. John and Parsons, 2004), forcing institutions to look for alternative sources of revenue (NCSL, 2010). One such alternative source of revenue is alumni giving (Monks, 2003; Archibald and Feldman, 2012; CAE, 2014). Research has shown that the factors that influence alumni financial giving include demographic characteristics (Hoyt, 2004; Monks, 2003), academic experiences (Monks, 2003; Pumerantz, 2005), social experiences (Monks, 2005; Thomas and Smart, 2005; Volkwein, 1989), and alumni participation variables (Gaier, 2005; Gallo and Hubschman, 2003). Although there is ample evidence to support the importance of alumni giving, researchers have not examined the factors that influence young alumni giving. This study sought to determine if demographic characteristics, academic experiences and social experiences explain the variance in alumni giving to their alma mater within five years of graduating. I conducted a case study at a single institution and used Volkwein's (1989) model of giving coupled with data from the 2011 National Survey of Student Engagement (NSSE) that captured alumni's demographic characteristics and measured their academic and social experiences while in college. I merged NSSE with data about giving that I retrieved from the Development Office at the selected institution. The variables included five Demographic items, fourteen Academic Experience items with numerous sub-items, and twelve Social Experience items with numerous sub-items. Exploratory factor analysis revealed five academic factors and four social factors. The results of a multiple regression analysis revealed that only one factor, Class Assignments, explained the variance in young alumni giving, but it may have been spurious. It would appear that demographic characteristics and academic and social factors determined from NSSE are not particularly useful in explaining giving by young alumni. Indeed, only 14.5% of participants actually made a donation within five years of graduating. Clearly more research is needed to expand upon the literature about alumni giving. / Ph. D.

Made available in DSpace on 2016-04-27T19:30:16Z (GMT). No. of bitstreams: 1 Patricia Rodrigues da Silva.pdf: 6980166 bytes, checksum: 866dbac8fe25c9c357c7f2a0dee0edb6 (MD5) Previous issue date: 2011-05-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This doctoral thesis discusses the transformations by which the city of Manaus has passed since the execution of a Free Trade Zone in the late 1960 until the present day. Starting from a reflection on the changes in a specific space, the area now called Manaus Moderna , this research seeks to understand the social and historical meanings of these changes and how they were seized and what meanings they had for the different social groups that constitute it. From a wide range of sources such as newspapers, photographs, oral sources and official sources, we performed an analysis of changes in this space, to reflect, above all, the moments of greatest stress. Thus, analyzing plans for recent interventions, such as Town Centre Living and Clash of Order , and talking to workers who work in that spaciousness, undertook a discussion about changes in the assumptions of public policies on intervention in public space, the meanings attributed to that area by some social groups and how they understand and treat these interventions. The research aims to reflect, too, upon the meanings of the construction of Beira Rio Avenue (Manaus Moderna Avenue), which, having been planned in the 1970s, was not carried over from 1980, from a project modernizing developed by the state sector, in order to adapt the city to the new reality of the Free Trade Zone (the Project Manaus Moderna ). It is analyzed also from the memories of stallholders, their photographic collections news and in newspapers of the time, the meanings, tensions and disputes in these two important moments in the transformation of the dynamics of the current area of Manaus Moderna occurred in the interstitium from 1980 to 1991, namely the deactivation of the well-known Staircase s Fair and the implementation of Fair Jorge Teixeira (Manaus Moderna). It was possible to see, before this study that this area also is configured as an area of dispute for different social groups that go there by printing their brands and building the city daily / Este trabalho problematiza as transformações pela quais a cidade de Manaus tem passado desde a efetivação da Zona Franca, nos fins da década de 1960, até os dias atuais. Partindo de uma reflexão acerca das mudanças de um espaço específico, a área atualmente denominada Manaus Moderna , essa pesquisa busca compreender os sentidos sociais e históricos dessas transformações, bem como a forma como elas foram apreendidas e quais significados tiveram para parte dos diferentes grupos sociais que a constituem. A partir de uma gama variada de fontes, como jornais diários, fotografias, fontes orais e fontes oficiais, foi realizada uma análise das mudanças nesse espaço, procurando refletir, sobretudo, sobre os momentos de maiores tensões. Assim, analisando planos de intervenções recentes, como Centro Vivo e Choque de Ordem , e conversando com trabalhadores que atuam naquela espacialidade, empreendeu-se uma discussão sobre as mudanças nas premissas das políticas públicas quanto à intervenção no espaço público, os sentidos atribuídos àquela área por alguns grupos sociais e a forma como estes compreendem e tratam essas intervenções. A pesquisa busca refletir, também, acerca dos sentidos da construção da Avenida Beira Rio (Avenida Manaus Moderna), que, tendo sido gestada na década de 1970, só foi efetivada ao longo dos anos de 1980, a partir de um projeto modernizador desenvolvido pelo poder público estadual, com o intuito de adequar a cidade à nova realidade da Zona Franca (o Projeto Manaus Moderna ). Analisa-se, ainda, a partir das memórias de feirantes, de seus acervos fotográficos e de notícias veiculadas em jornais da época, os significados, as tensões e as disputas presentes em dois momentos importantes na transformação da dinâmica da atual área da Manaus Moderna , ocorridos no interstício de 1980 a 1991, quais sejam a desativação da chamada Feira da Escadaria e a implantação da Feira Cel. Jorge Teixeira (Manaus Moderna). Foi possível perceber, diante deste estudo, que esse espaço ainda se configura enquanto espaço de disputas para diferentes grupos sociais que vão imprimindo ali suas marcas e construindo a cidade cotidianamente

In a patriarchal society where women are viewed as a weaker sex and are compelled by ideology and social norms to attach themselves to men through romantic relationships and the institution of marriage, how do never-married women fare? In particular, how do never-married women over the age of 30 navigate a social world where there is constant pressure to marry? This study explores the social experiences of never-married women over 30 residing in Eastern Tennessee. Thirty never-married women completed a structured personal interview and an online survey was completed by 14 never-married women (ages 30-45) currently residing in Eastern Tennessee. The structured interview and survey focused on key variables associated with the interpersonal relationships, identities, social perceptions, and internet-based social networking (MySpace, Facebook, etc.) of never-married women.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-13T21:38:10Z No. of bitstreams: 1 Gislaine De Medeiros Baciano.pdf: 1775414 bytes, checksum: a58d3c67fd441969d965749e0fcf4f32 (MD5) / Made available in DSpace on 2016-05-13T21:38:10Z (GMT). No. of bitstreams: 1 Gislaine De Medeiros Baciano.pdf: 1775414 bytes, checksum: a58d3c67fd441969d965749e0fcf4f32 (MD5) Previous issue date: 2015-10-21 / School and life: school influences to the social trajectories of young graduates high school addresses the social experiences of high school graduates young people, trying to understand the school's influences for your design. It would be high school responsible for the social destination of young people? This was the problem that provoked the development of this research. To reflect on the issue, first was carried a literature review on the Bank of Theses of Higher Education Personnel Improvement Coordination (CAPES), which were located few studies about high school graduates. The selected surveys, generally, deal with the school's contribution to the inclusion in higher education or in the labor market. Based on these data, I realized a survey in the approach favored high school graduates. Intended to analyze the social experiences of young people who had studied in various conditions and currently occupy different social positions. For this approach young people were selected from 18 to 29 years who had completed high school, based on three criteria: work, study and free time. In each of these conditions, the intention was to address young people in prestigious social situation and young people in a precarious social situation. From these criteria I defined six groups: engineers and marketers; students in a very disputed public university and students of a private university of easy access; youth in free time by choice (public park) and youth in free time for lack of choice (unemployment). A questionnaire with 64 questions predominantly open was applied with focus on the family , childhood , home, socioeconomic status , school, training and work. Then a young people of each group was interviewed, aiming to perform the analysis of life stories. In many cases, the economic and cultural capital families end up becoming educational capital, they allow children to acquire it. But when families are deprived of economic and cultural resources and/ or fail to invest in studies of children, or don’t promote their self-esteem these tend to have school, social and professional trajectories precarious. The life stories analyzed showed that the economic and cultural capital along with psychosocial support of the families, who invested in promoting self-esteem and the acquisition of educational and cultural capital for the children; and the subjectivity of young person in order to manage the multiple logics of action, develop their strategies, build their future projects and seek to carry them beyond the standard of occupational insertion and position in the home appear as the determining factors on youth social experiences. / Escola e vida: influências da escola para as trajetórias sociais de jovens egressos do ensino médio aborda as experiências sociais de jovens egressos do ensino médio, buscando compreender as influências da escola para seu delineamento. Seria o ensino médio responsável pela destinação social dos jovens? Este foi o problema que suscitou o desenvolvimento desta pesquisa. Para refletir sobre a questão, primeiro foi realizado um levantamento bibliográfico, junto ao Banco de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), onde foram localizados poucos trabalhos sobre os egressos do ensino médio. As pesquisas selecionadas, de modo geral, versam sobre a contribuição da escola de nível médio para a inserção no ensino superior ou no mercado de trabalho. Partindo desses dados, realizou-se uma pesquisa em que a abordagem privilegiou egressos do ensino médio. Pretendia analisar as experiências sociais de jovens que tivessem estudado em diversas condições e que atualmente ocupassem posições sociais diversas. Para essa abordagem foram selecionados jovens de 18 a 29 anos que já tinham concluído o ensino médio, a partir de três critérios: trabalho, estudo e tempo livre. Em cada uma destas condições, a pretensão foi abordar jovens em situação social prestigiada e jovens em situação social precária. A partir desses critérios foram definidos seis grupos: engenheiros e comerciantes; estudantes de uma universidade pública muito disputada e estudantes de uma universidade privada de fácil acesso; jovens em tempo livre por opção (parque público) e jovens em tempo livre por falta de opção (desemprego). Foi aplicado um questionário com 64 questões predominantemente abertas que versavam sobre família, infância, casa, situação socioeconômica, escola, formação e trabalho. Depois, foi entrevistado um jovem de cada grupo, visando realizar a análise das histórias de vida. Em muitos casos, o capital econômico e o cultural das famílias acabam convertendo-se em capital educacional, pois permitem aos filhos sua obtenção. Já quando as famílias são desprovidas de recursos econômicos e culturais e/ou não conseguem investir nos estudos dos filhos, nem promovem sua autoestima estes tendem a ter trajetórias escolares, inserção social e profissional precárias. As histórias de vida analisadas demonstraram que os capitais econômico e cultural junto com o apoio psicossocial das famílias, que investiram na promoção da autoestima e na aquisição dos capitais educacional e cultural pelos filhos; bem como a subjetividade de cada jovem no sentido de gerir as múltiplas lógicas de ação, desenvolver suas estratégias, construir seus projetos de futuro e buscar realizá-los, além do padrão de inserção ocupacional e posição no domicílio se mostram como os fatores determinantes sobre as experiências sociais juvenis.

Thesis (Ph. D. (Psychology)) --University of Limpopo, 2019 / South African has constitutional protection for the human rights of all its citizens. However, black lesbians in South Africa suffer physical, emotional and psychological abuse. This qualitative study aimed to elicit the social and emotional experiences of black lesbians living, as same-sex partners, in a township setting. The design of the study was exploratory in nature and used a purposive sample of ten couples (twenty women). The investigation was underpinned by Social domain theory (SDT) which allowed for an understanding of the judgements people make in different social settings. Semi-structured interviews were conducted with each couple in order to collect data. The data were analysed using thematic content analysis (TCA) which gleaned ten themes namely, age and sexual orientation, suicide, education, lack of support, hate crimes, substance abuse, stigma, mental health, parenting and discrimination. In the discussion it was found that these themes echoed those in other local and international studies. However, corrective rape is peculiar to South Africa and was experienced by some participants in the study. In one case a brother, with the mother’s support raped his sister repeatedly. This took place in a country which has a progressive constitution and laws. Social norms in the township allows black lesbian couples to suffer this type of abuse and have daily experiences of discrimination and stigmatisation. Recommendations included a quantitative more far reaching study (as well as longitudinal studies) and more workshops and campaigns spreading knowledge about sexuality.

Background: Little is known about the associations of social experiences with mental health service use. Aim: This study aimed to classify social experiences variables in the past year and examine the associations of selected variables in social experiences with mental health service use among US adolescents. Methods: A total of 13,038 adolescents (aged 12 to 17), of which 2208 received mental health services, were from the 2018 National Survey on Drug Use and Health. Multivariate logistic regression (MLR) analysis was conducted. Results: The overall prevalence of mental health service use was 16.1%. 44 variables on social experiences were grouped into 10 disjoint clusters and one variable from each cluster was selected for MLR analysis. Being female, African American, Hispanics, insured and having depression in the past year were associated with increased odds of mental health service use. Negative feelings about going to school, having a serious fight at school/work, active involvement in substance use help programs, knowledge of drug prevention, negative perceptions about the role of religious beliefs on life decisions were positively associated with mental health service use. Conclusion: Mental health service use is associated with feelings about school and peers, perceptions about drug use, and involvement in activities.