Indiana University-Purdue University Indianapolis (IUPUI) / El estudio propuesto aquí evalúa las actitudes de estudiantes en el colegio hacia la diversidad en Estados Unidos, el aprendizaje de español, la educación bilingüe y la motivación de aprender una lengua extranjera. Tambien, compara las actitudes de estudiantes tradicionales y de estudiantes en un programa de inmersión. los programas de inmersión y clases tradicionales no resultan en actitudes completamente diferentes hacia aspectos importantes de lenguas extranjeras. Tienen perspectivas similares hacia la integración de personas de culturas diferentes en sus escuelas y clases. Además, están de acuerdo sobre la importancia de español y los programas que promueven el bilingüismo en los Estados Unidos. Los estudiantes en el programa bilingüe tienen actitudes más positivas hacia la educación bilingüe, pero los resultados no muestran que tienen actitudes más positivas hacia el aprendizaje de español ni una motivación más alta que los estudiantes tradicionales.

The Ronald E. McNair Scholars Program is a U.S. Department of Education TRIO Program, funded at 152 institutions across the United States and Puerto Rico. In 2013, total funding reached over $35 million--of which, Portland State University received approximately $211,000 (US Department of Education, 2013). The program's goal is to introduce first-generation, low-income, under-represented group college students to effective strategies for succeeding in doctoral programs so they may become professors and create a more supportive environment for future non-traditional students. One way to explore program effectiveness beyond completion of the McNair Program is to ask the McNair Scholars themselves about program impact. This comparative interview study explores McNair graduates' understandings of issues they face in adjusting to graduate school and how participation in the McNair Program prepared them to address these issues. Typically, McNair program evaluations emphasize the collection and analysis of quantitative data - e.g. graduate school enrollment and degree attainment. However, little qualitative research has been conducted on graduate's perceptions of the impact of program participation on their graduate school experiences. This study, which uses Bourdieu's Theory of Social Reproduction, along with the sociology-based ideas of role-as-resource, role mastery, and expertise development, explores students' perceptions of the McNair Program's effectiveness in regards to helping them understand the "graduate student" role and use that role to succeed in graduate school and beyond.

Seven percent of the national four year college population is involved in Greek Life (Microsoft Encarta Online Encyclopedia, 2008, ~5) with over sixty percent on some campuses (Finkel, 201 0). An often unexamined aspect of collegiate learning pertaining to this context is students' spiritual development, yet this is a vital part of a student's life throughout college and critical to whole student learning (Love & Talbot, 2005). Students report a high level of interest in spiritual activities while struggling with existential questions on a regular basis (Higher Education Research Institute, 2003). Most social fraternities and sororities embrace Christian ideals, making the spiritual development of non-Christian students involved in Greek Life a unique challenge. Focusing on the spiritual development of Jewish students within these social organizations is important because until the mid-twentieth century, there were restrictive membership clauses barring Jewish students from becoming active members of multiple fraternities and sororities founded on Christian ideals (Callais, 2002). The purpose of this study was to examine the unique dichotomy created by students who do not participate in the systemic religious views of a majority of Greek Life organizations; specifically focusing on students of Jewish faith in primarily Christian based Greek letter organizations. The students interviewed show a richness of experiences and information finding that Jewish students (1) identification as spiritually or culturally Jewish defines college experiences, (2) find sanctuary and community with other Jewish students and in groups such as Hillel, (3) who interact with faculty and staff that identify with their heritage feel a sense of belonging on campus, (4) struggle with campus dining practices, (5) face academic penalties due to practice of faith traditions, (6) did not feel welcome or comfortable at the local places of worship, and (7) in Greek letter organizations felt · excluded or challenged because of the founding ideals.

The use of smokeless tobacco products is increasing among teenagers and young adults in the United States. Community health professionals play a vital role in educating the public about these products, and in this regard the dental hygienist is of critical importance. This study evaluated the knowledge and attitudes towards smokeless tobacco among a representative sample of dental hygiene students in the United States. The dental hygiene schools were divided into six geographical regions and a total of 34 schools and 722 students participated. Seniors were found to score significantly higher than non-seniors both in knowledge and attitude. Furthermore, some significant differences in attitude were discovered between regions. In general, students scored poorly on both knowledge and attitude despite reporting having received classroom instruction on smokeless tobacco.

Schwartz and Bilsky (1987, 1990) constructed a universal psychological structure for cross-cultural studies of motivational dynamics. To test this structure, Simmons (1991) adapted data from a twenty year broad-based value survey of student cohorts at an American university. The availability of reliable, long-term data on American students permitted a comparison with responses of contemporary Chinese college students to a standardized personal value questionnaire. Ratings and priorities assigned by the Chinese and American students differed significantly. Chinese students emphasized Achievement, Maturity, and Prosocial motivational domains. American students emphasized Self-Direction, Security, and Enjoyment. Tradition, Power, and Stimulation were listed as least important for both groups. The effects of traditional Chinese religious and philosophical teachings on the stability of community norms were noted, as was some evidence of priority shifts in the values for Chinese youth, suggesting changes in response to altered political and economic expectations in China. / Graduation date: 1992

The purpose of the present study was threefold. First, to investigate Icelandic and American students' counseling expectations. Second, to study counseling expectations of men and women. And finally, to explore the relationship between counseling expectations and Holland's typology. Eight-hundred-and-one useable responses were gathered from the students. To explore the first two objectives, a 2 (Nationality: Icelandic and American) x 2 (Sex: men and women) between subjects multivariate analysis of covariance (MANCOVA) was calculated with prior counseling experience as a covariate and scores on the three factor scales of the Expectations About Counseling Questionnaire-Brief Form (EAC-B) as the dependent variables. It was found that the Icelandic students expected greater expertise from the counselor than did the American students. It was also discovered that women, as compared to men, expected to be more personally committed to the counseling process, whereas men expected more counselor expertise.To investigate the third objective, a canonical correlation analysis was performed using responses to the three factor scales of the EAC-B as the predictors and scores on the six Holland's types (RIASEC) as the criterion. It was found that counseling expectations were significantly related to Holland's typology. That is, the more Social persons were the more they expected to be personally committed to counseling and the less counselor expertise they expected. Also, the more Realistic persons were the greater their expectations about counselor expertise and the lower their expectations about being personally committed to counseling. On the whole, it appeared that Icelandic students' counseling expectations resembled expectations of persons with no past counseling experience, counseling expectations of men, counseling expectations of some minority groups, and counseling expectations of individuals who tend to posses Realistic personality characteristics. Namely, expecting direction and guidance from an expert counselor. On the other hand, women and persons who tended to be Social expected less guidance from the counselor and expected to be greatly involved in the counseling process. Results were discussed in relation to past findings in the expectancy literature, the validity of the expectancy construct, and the need for unique counseling interventions to meet the needs of diverse multicultural groups. / Department of Counseling Psychology and Guidance Services

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