This dissertation explores how student housing impacted the college campus of the University of Kentucky in the Progressive Era. Student housing has long been part of the college ideal but lacked full engagement by many administrators. Through three examinations, housing will be shown to have directly influenced the administrative, social, and staffing elements of the college campus. The role student housing played in the interaction of political, rural, and sociological changes on the campus during the time period allows exploration in detail while addressing the changes within those areas of the state as well. While housing was an afterthought by the administration due to oversight and lack of funding throughout much of the examined history (1880-1945), its consideration was still an essential part of student life and part of the college ideal. Housing was a place wholly of the student – while administrators set policies and the government had a concern for it at various times, it was also a place where, originally, a “boys will be boys” mentality slid by, unapproved, but unthreatened. However, how did the politics of the state shape the college and its housing experience? How did the addition of women students, the first of many major additions that were foreign to the original student population of mostly rural males, change the campus and its structures? Originating in the “environment” of student-centered housing – be it boarding houses, Greek houses, or dormitories, the students who populated these facilities would cajole, alter, and sometimes force the campus through both intentional and unintentional engagements and interactions. This dissertation shall establish an understanding of how the administration, particularly the presidency, viewed student housing. Following the introduction, three sections shall detail instances of housing influencing the campus climate in ways previously understudied. First, an examination of the political climate of the state interacted with concerns about student housing as a key factor in ending the presidency of Barker. The second section will show how a judicial ruling created new forms of student services – granting in loco parentis control but also creating the need for the diversification of services beyond what had existed previously. The third section will denote, in detail, how housing women changed the college campus – expanding its borders and the need for services. Through such examinations, a previously unexplored role of student living quarters as affecting the growth and development of the University of Kentucky into the institution it is now shall become apparent.

The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.

<p>  </p> <p>Between 1977 and 1984, Grove City College engaged in a legal dispute with the Department of Health, Education, and Welfare as to whether the college needed to sign federally mandated Title IX compliance forms for its students to receive federal funding. This project uses the culmination of the legal dispute, the Supreme Court case <em>Grove City College v. Bell </em>(1984) to engage with discussions about philanthropy’s role in shaping education, the political effects of that education, the politicization of interpretations of Supreme Court decisions, and the continued role of education in shaping a conservative intellectual elite. Throughout much of the twentieth century, oil magnate and conservative businessman J. Howard Pew funded Grove City College’s building projects and gave countless speeches at the college. By relying on his money, Pew steered the private college’s curriculum and student life to embrace Judeo-Christian norms, cultural conservatism, and libertarian economics. </p> <p>These values shaped the conservative response to federal regulations in the form of Title IX as Grove City College sought to defend those values. This sociolegal history of the case reveals the intellectual roots of Grove City College’s retaliation. Furthermore, this project bridges legal and political history as I show that Supreme Court decisions were shaped by activists and politicians. We must look beyond case law. The project connects grassroots activism and political decisions as both meted out the future of conservatism in the public square. By conflating popularity with democracy, Ronald Reagan and his Department of Justice tried to appease all sides in the legal conflict as he made overtures to the antifeminist New Right. This project then touches on the battle over minority rule and majoritarian democracy as Reagan was at odds with the New Right as he subscribed to the latter. My work on <em>Grove City College v. Bell </em>(1984) then pushes our discussion of political history beyond a red and blue dichotomy as Democrats and moderate Republicans formed a bipartisan coalition to legislatively overturn the Supreme Court’s decision. Grove City College’s conservative think tank acts as a new endeavor to inform the public square as to the values of conservatism. Long since passed away, Pew’s values live on in the Institute for Faith and Freedom. By observing the branding of the organization and its connection to the college’s history, this work shows the fluidity and adaptability of conservatism as it occurs on campus and how it intertwines with national conversations today with which conservatism is concerned. </p>

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Uppsala's student life largely consists of the student nations. The student nations are required to count the number of guests due to fire safety and to meet the regulations from the Public Health Agency of Sweden concerning the current pandemic. This report presents how a mobile application that shows if the student nations are calm, active, crowded, or full was created. The students in Uppsala can use the application to aid the decision of where they want to go, and the nations can use it to count the number of guests. By using this application, the nations are encouraged to keep track of the number of guests continuously and therefore contribute to a more safe environment in the student life of Uppsala. The vision for the application is to be reliable, user friendly, and have a quick response time. This was evaluated through several user experience metrics. During the performed user tests it came to our attention that the application was overall easy to use, had good functionality and that the user interface was minimalistic as well as appealing. However, some of the initial specifications of requirements were not fulfilled, and it appeared that some aspects of the application called for improvements to fulfill these requirements. / Uppsalas studentliv består till stor del av studentnationer. Nationer är skyldiga att veta hur många gäster som befinner sig i deras lokaler på grund av brandsäkerhet och för att följa Folkhälsomyndighetens föreskrifter angående den nuvarande pandemin. Den här rapporten presenterar hur en mobilapplikation skapades som visar om det är lugnt, aktivt, trångt eller fullt på studentnationerna. Uppsalas studenter kan använda applikationen för att underlätta i beslutet om var de vill gå, och nationerna kan använda den för att räkna antalet gäster. När nationerna använder applikationen uppmanas de att hålla koll på antalet besökare kontinuerligt och på så sätt bidra till en säkrare tillvaro för studenter i Uppsala. Visionen är att applikationen ska upplevas som pålitlig, användarvänlig och ha snabb responstid. Detta utvärderades genom användbarhetstester. Under dessa uppmärksammades det att applikationen totalt sett var enkel att använda, hade god funktionalitet och att användargränssnittet var minimalistiskt samt tilltalande. En del av de ursprungliga krav som sattes upp uppfylldes däremot inte, och vissa aspekter av applikationen kräver förbättringar för att uppfylla dessa krav.

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

Submitted by Soraia Oliveira (soublack3@gmail.com) on 2018-01-24T15:55:07Z No. of bitstreams: 2 PDF dissertação estruturada.pdf: 1581915 bytes, checksum: d1499ab8ac9921b0f499a4b1bec0c04d (MD5) ficha catalografica.pdf: 4256 bytes, checksum: 8dd8169a67ea27a73d1e88535ed74b4f (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-01-30T12:35:16Z (GMT) No. of bitstreams: 2 PDF dissertação estruturada.pdf: 1581915 bytes, checksum: d1499ab8ac9921b0f499a4b1bec0c04d (MD5) ficha catalografica.pdf: 4256 bytes, checksum: 8dd8169a67ea27a73d1e88535ed74b4f (MD5) / Made available in DSpace on 2018-01-30T12:35:16Z (GMT). No. of bitstreams: 2 PDF dissertação estruturada.pdf: 1581915 bytes, checksum: d1499ab8ac9921b0f499a4b1bec0c04d (MD5) ficha catalografica.pdf: 4256 bytes, checksum: 8dd8169a67ea27a73d1e88535ed74b4f (MD5) / Fundação de Amparo a Pesquisa do Estado da Bahia- FAPESB / O presente estudo tem como objetivo central analisar o processo de afiliação universitária dos estudantes cotistas e não cotistas nos cursos de Medicina e Direito da Universidade Federal da Bahia. Dessa forma, buscamos conhecer a trajetória universitária dos estudantes ao longo do seu processo de afiliação, identificamos e analisamos as dificuldades e estratégias de superação dos estudantes durante o processo de afiliação, assim como as diferenças e semelhanças desse processo para os estudantes cotistas e não cotistas. Portanto, estabelecemos relações entre a posição socioeconômica e capital cultural com o processo de afiliação universitária de modo que temos como base teórica para tratar de afiliação universitária os estudos de Alain Coulon e para compreender os fatores referentes ao capital cultural, social e econômico a teoria de Pierre Bourdieu. Trata-se de uma pesquisa na perspectiva qualitativa, um estudo de caso, na qual foram realizadas entrevistas semi- estruturadas com 17 estudantes no total. O instrumento de coleta de dados foi elaborado à luz dos objetivos do estudo e considerando os tempos da afiliação universitária conforme a base teoria de Alain Coulon. Para as análises, as entrevistas foram transcritas na integra tendo o cuidado de manter o texto fiel a linguagem dos estudantes e em seguida procedemos com a análise de conteúdo. Os estudantes que ingressam na universidade adentram a uma nova fase de vida, em um ambiente diferenciado, e para os estudantes de origem popular, que em muitos casos são os primeiros da família a terem acesso ao ensino superior, uma realidade que não era cogitada para os membros dessa classe. A afiliação preocupa-se com a trajetória dos estudantes no âmbito acadêmico em cada etapa da vida estudantil, ou seja, a entrada na universidade e como os estudantes lidam e adaptam-se as novas demandas para tornarem-se afiliados a instituição, tornarem-se membros. Os resultados da pesquisa se aproximam dos estudos realizados por outros pesquisadores com estudantes cotistas, ao mesmo tempo que aporta achados quanto a trajetória universitária de estudantes de diferentes origens sociais. O processo de afiliação universitária dos estudantes cotistas e não cotistas nos cursos investigados, de fato, são diferentes, tendo em vista os fatores econômicos, sociais e raciais. Encontramos a existência de um tempo de estranhamento e da aprendizagem do ofício universitário para todos os estudantes que ingressam na universidade, mas o estranhamento é mais longo e as aprendizagens mais difíceis para os estudantes cotistas, tendo em vista que o capital cultural, social e econômico desde a entrada na universidade até o momento da afiliação são fatores que estão imbricados na condição de vida estudantil. Desse modo, essa investigação tende a colaborar com os estudos no campo da afiliação universitária, bem como as discussões sobre assistência estudantil e permanência de estudantes na universidade, além de sugestões suscitadas pelo estudo em questão. / ABSTRACT The present study has, as main objective, the analysis of the process of university’s affiliation of the quota and non-quota students in the graduation courses of Medicine and Law, located in the Federal University of Bahia. In this way, we seek to know the academic’s trajectory of students throughout the process of affiliation, identify and analyze how the students’ difficulties and overcome strategies occur during the process of affiliation, as well as how the differences and treatments for students who were benefited by the quota system and those who weren’t (non-quota students). Thus, the relations between socioeconomic position and cultural capital with the process of university affiliation has as theoretical base in the studies of Alain Coulon and the factors referring to the cultural, social and economic capital are based on the theory of Pierre Bourdieu. This is a qualitative research, a case study, in which semi-structured interviews were carried out with 17 students in total. The data collection instrument was elaborated in the light of the study’s objectives and considers times of the students in the university according to the basic theory of Alain Coulon. In the matter of the analyzes of this study, the interviews were fully transcribed, taking care in maintaining the students’ language on the text, proceeded by content’s analysis. As the students ingress the university, they begin a new phase of life, in a differentiated environment, and to students of popular origin, that in many cases are first ones in their family to access higher education’s courses - a reality that was not considered for this class’ members. Affiliation takes concern with the trajectory of students in the academic arena at each stage of student life, i.e. the entry in the university and how students deal and adapt to the new demands to become affiliated with the institution, to become members. The results of the research are close to the studies conducted by other researchers on the quota students, showing that the trajectory of students depends on their social backgrounds. The process of university affiliation of the quota and non-quota students in the courses investigated, in fact, are different, considering the economic, social and racial inputs. We find the existence of a rhythm of estrangement and learning of the university’s student for all the cases that enter the university, but the strangeness occur longer and the learning process is more difficult for the quota students, considering that the cultural, social and economic capital. From the university entrance until the moment of the affiliation those are fundamental factors in the conditioning of student life. Thus, this research tends to collaborate with studies in the field of university affiliation, as well as discussions about student assistance and student stay in university, as well as suggestions raised by the study in question.

Perioder av aktivt identitetsutforskande är särskilt aktuellt för den unga vuxna individen. Flera delar av identiteten konsolideras under denna livsfas, där bl.a. frågan om att hitta en yrkesidentitet är central. För unga vuxna studerande, som avslutar en längre högskoleutbildning och står inför att gå ut i yrkeslivet, blir ett utforskande och prövande kring vem man varit som student samt kring framtida potentiella yrkesroller ofta aktuellt. Övergången i yrkeslivet kan också upplevas som ett ökat vuxenblivande. Syftet med denna studie är att undersöka hur ett urval sistaårsstuderande på högskolan upplever denna livsfas och sig själva utifrån fenomen som transition, identitetsprövande och vuxenblivande. Forskningsmetoden är kvalitativ och datainsamling gjordes genom semistrukturerade individuella intervjuer med sex studenter på olika ingenjörsprogram vid Kungliga tekniska högskolan. Insamlat datamaterial analyserades med Tematisk analys. Resultatet visar att studenterna upplever en påtaglig förändring i denna livsfas vilket för in dem i en period av såväl förhoppningar och tvivel kring framtiden. Livsfasen innebär också ett aktivt identitetsprövande kring potentiella framtida yrkesroller och rollen som vuxen. Dessa upplevelser presenteras i en deskriptiv del. Vid en djupare analys av upplevelserna framkommer att studenternas upplevelser är ambivalenta där sökandet kan beskrivas som dialektiska rörelser mellan motstridiga tankar och känslor. Detta beskrivs som tre ambivalenta teman; 1. Vilsenhet visavi tydlighet. 2.  Begränsad visavi fullkomnad yrkesidentitet samt 3. Ansvarsfullhet visavi kravlöshet. Resultaten diskuteras utifrån teorier om transition och vuxenblivande men tar främst fasta på såväl inre och yttre faktorer som är centrala i perioder av identitetsutforskande. Bland annat används Maricas identitetsstatusmodell som utgångspunkt där det konfliktfyllda i identitetsutveckling också lyfts fram. Studenternas ambivalens föreslås bland annat förstås utifrån fenomenet individuation med prövande mellan autonomi och närhet. Ett tema som ofta är centralt i identitetsutveckling, i synnerhet för unga vuxna. / Periods of more active identity exploration is assumed to be particularly in focus for the young adult individual. Several components of identity is consolidated during this phase of life, where finding a professional identity is central. For Young adult students completing a long higher education and facing the professional life, a process of exploration about potential future professional roles is likely to occur. The step into professional life can also be experienced as a further step into adulthood. The purpose of this study is to investigate how a selection of last year university students experiences this transition on the basis of phenomena like transition, identity exploration and adulthood. The research method is qualitative and data was collected through semi-structured individual interviews with six students in various engineering programs at The Royal Institute of Technology in Stockholm, Sweden. Data was analyzed through thematic analysis. The results show that students experience a significant change in this phase of life which makes them enter into a period of both hopes and doubts about the future. The life-phase also initiates a period of active identity exploration about potential future professional roles and the role as an adult. These experiences are presented in a descriptive part. A deeper analysis shows that students' experiences are ambivalent where their identity exploration can be described as dialectical movement between conflicting thoughts and emotions. These are referred to as three ambivalent themes: 1. Disorientation versus clarity. 2. Limited versus complete professional identity and 3. Responsibility versus permissiveness. The results are discussed based on theories of transition and emerging adulthood, but primarily cover both internal and external factors that are crucial in periods of identity exploration. The result is related to Marcia’s identity status model and also highlights the conflictual dynamics in identity development. Students' ambivalence is suggested to be understood as a phenomenon of individuation with a testing between autonomy and intimacy. A theme that is often central to identity development, especially for young adults.

In the city of Uppsala, Sweden the experiences of the student population are very connected to the world of the student nations. This study explores the position of first curator at a student nation as the leader of the student societies hierarchy and how their position influences the production of community and tradition. In this study I present ethnographic research focused on the experiences of the first curator and their role within the nation. This included extended periods of participant observation, in person and digital interviews, and consultation of media connected to the nations. The primary theoretical perspectives utilized in my analysis are performativity and embodiment as used by Judith Butler, in addition to theories concerning tradition and ritualization. I also reference theory concerning norms and social capital as part of my discussions about the structure and practices of the nation community. The figure of the first curator represents both a unique subjective person, while also embodying and representing the spirit, traditions, and goals of a student organization and community. It is simultaneously an individual and shared experience. Through performativity they are repeating the norms, traditions, and social values of the community, and through this they embody the experience of the nation, being both impactful and impacted. The COVID-19 pandemic influenced this research through the way it interrupted and disrupted the normative practices and traditions of the nations and led to curators reflecting and changing their approach to how they facilitated events as a leader. This reaction and adaptation led to a larger conclusion about the disruption affected the whole of the student nations and their concerns about the continuity of social knowledge and its potential in their community structure. The analysis and conclusions presented in this study contribute to anthropological and humanities literature on performativity, embodiment, the production of tradition, as well as the study of student societies and specifically the knowledge of the student nations in Uppsala.