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Role models and racial identity for African American males at historically black and predominantly white colleges and universities / Title on signature form: Role models and racial identity of African American males at historically black and predominantly white colleges and universities / Characteristics of role modelsCarey, Kory L. 21 July 2012 (has links)
The current study investigated role model selection and racial identity for 104 African
American male college students attending historically Black colleges and universities (HBCUs)and predominantly White institutions (PWIs). Participants completed a demographic
questionnaire, a role model measure, and a racial identity measure. Data were analyzed both quantitatively and qualitatively and findings revealed that 82% of participants identified role models with 92% identifying racially-similar role models. Qualitative analysis using open and axial coding methods yielded 11 themes that allowed for a closer look into the characteristics African American male college students identified as important in role models: Personality
Attributes, Community, Success, Spirituality, Providing Inspiration or Challenge, Mentorship, Education, Family, Emotional Support, Shared Career Interest, and Proximity. A discussion of the results with research and applied implications are included. / Department of Counseling Psychology and Guidance Services
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Women engineering transfer students : the community college experiencePatterson, Susan J. 09 November 2011 (has links)
An interpretative philosophical framework was applied to a case study to document the particular experiences and perspectives of ten women engineering transfer students
who once attended a community college and are currently enrolled in one of two university
professional engineering programs. This study is important because women still do not earn as many
engineering baccalaureate degrees as men and are underrepresented in the engineering labor market.
There is also a shortfall of domestic engineers entering the workforce. Community colleges are an
essential part of the engineering baccalaureate degree pipeline and well-positioned to fill this
void as feeder institutions.
Data was collected from one-on-one and follow-up focus group interviews and addressed three research questions: (a) What were their community college
experiences, (b) what should community colleges continue to do to support women engineering
transfer students, and (c) what can be
done to improve community college engineering transfer programs, especially
for women? This study has limited broad generalization, but adds another dimension to existing research pertaining to community college transfer and women engineering
students (Stake, 1995).
Two main themes emerged from the study participants: the affect of curriculum and instruction, and student survival strategies and support. Common thematic experiences supporting the affect of curriculum and instruction main theme are: (a) Accessible and approachable staff, (b) prepared with foundational knowledge, (c) different grading methods, (d) loved math and science courses, and (e) subtle forms of biases. The student survival and support strategies
main theme was supported by four common thematic experiences: (a) Engineering student study groups,
(b) community college engineering faculty advising, (c) self-advising, and (d) tutoring.
Study participants suggested that community colleges continue to support women engineering transfer students with the following strategies: (a) Provide a caring and available staff, (b) keep small classes, (c) align and synchronize curriculum, and (d) provide tutoring services. They suggested the following improvements: (a) Connections with other engineering students, (b) increase student outreach and career awareness activities, (c) expand academic advising, (d)provide additional financial aid, and (e) offer additional engineering courses at the community college. / Graduation date: 2012
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Schooling experiences of Xhosa speaking learners as a minority in a high school: implications for supportSingh, Suzanne Angelique Maria 03 1900 (has links)
Thesis (MedPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The South African Schools Act (DoE, 1996) formalised access to quality education for all by granting learners access to any school regardless of social, economic, race and cultural backgrounds. This saw many black families in South Africa enrolling their children into former white schools with the perception that these schools were better resourced and that their children would therefore receive a better education. The purpose of the study is therefore to enhance understanding of the experiences of the Xhosa learners as a minority in a former Model C school and to evaluate the life experiences of the learners within the context of the school system and how these experiences may be influencing their academic success. An eco-systemic theoretical framework guided the approach and orientation to the study undertaken by the researcher. This framework enabled the researcher to contextualise the study within the interacting systems that indirectly and directly influence the life experiences of the participants.
The study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. The participants in grade 9 to 11 (two per grade) were purposively selected to participate in the study. Two methods of data collection were used, namely six individual semi-structured interviews and one focus group interview. Qualitative content analysis was used to analyse the data.
The research findings indicate that the major reasons for poor academic performance of this minority group are linked to discriminative attitudes and feelings of inadequacy. When learners experience the school as a safe place in which they have a sense of belonging, they are more motivated to learn. Working towards the creation and sustainment of this safe environment, which adequately supports the needs of the learners, requires genuine and continual collaboration between the interacting systems within the context of the learners. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Skolewet (DoE, 1996) het toegang tot gehalte onderwys vir almal gewettig deur toelating aan leerders tot enige skool te verleen, ongeag van hulle sosiale-, ekonomiese-, rasse- en kulturele agtergronde. Baie swart gesinne in Suid-Afrika het dus hulle kinders in voormalige wit skole geplaas, met die persepsie dat hierdie skole beter toegerus is en dat hul kinders beter onderrig sou ontvang. Die doel van hierdie studie was dus om die ervarings van die Xhosa-leerders, as 'n minderheidsgroep in 'n voormalige Model C-skool, beter te verstaan en om die lewenservarings van die leerders binne die konteks van die skoolstelsel te evalueer asook die moontlike invloed op hul akademiese suksesse. 'n Eko-sistemiese, teoretiese raamwerk het die benadering en oriëntasie van die studie, wat deur die navorser onderneem is, gelei. Hierdie raamwerk het die navorser in staat gestel om die studie binne die interaksie-sisteme, wat 'n direkte en indirekte invloed op die lewenservarings van die deelnemers kan hê, te kontekstualiseer. Die studie se navorsingsmetodologie kan beskryf word as 'n basiese kwalitatiewe navorsing, ingebed binne 'n interpretatiewe (verklarende) paradigma. Twee deelnemers per graad, vanaf graad 9 tot 11 is doelgerig gekies om deel te neem aan die studie. Twee metodes van data-insameling is gebruik, naamlik ses individuele semi-gestruktureerde onderhoude en een fokusgroep onderhoud. 'n Kwalitatiewe inhoudsanalise is gebruik om die data te ontleed. Die navorsing dui daarop dat die vernaamste redes vir die swak akademiese prestasie van hierdie minderheidsgroep gekoppel is aan diskriminerende houdings en gevoelens van ontoereikendheid. Wanneer leerders die skool as 'n veilige plek van geborgenheid en toebehorenheid ervaar, is hulle meer gemotiveerd om te leer. Die skepping en vestiging van hierdie veilige leefwêreld, wat die behoeftes van die leerders voldoende ondersteun, vereis ware, voortdurende samewerking tussen die sistemiese interaksies binne die konteks van die leerders.
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An enquiry into the cultural values of form five students, with special reference to certain sociological and educational issuesfacing Hong Kong adolescentsLee, Gen-hwa, Gennie., 李林建華. January 1974 (has links)
published_or_final_version / Education / Master / Master of Philosophy
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Stereotypes and Hiring Preferences Among Business Students as a Function of Psychologist's AttireShaffer, Renita Philley 12 1900 (has links)
To study what stereotypes exist regarding psychologists by the general public and determine whether and how this affects hiring preferences, 114 undergraduate business and non-business students at a large southwestern university were asked to participate. The Gough Adjective Check List was administered to determine what stereotypes are held by persons regarding psychologists. A study of visual perception/stereotype and hiring preference as a function of attire was also conducted. Three dress styles were used as stimuli. It was hypothesized that the groups would differ in their stereotypes of psychologists both cognitively and visually. There were no significant differences between the groups as a function of college major. However, a main effect for dress style was found. Possible explanations of findings are discussed.
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Academic self-concept, national self-concept and need for achievement of Chinese students in China and Hong Kong: a comparative study.January 1988 (has links)
by Lee Wai-man. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [331]-[357]
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A critical appraisal of the relationship between attitudes and EnglishproficiencyCheung Ng, Gaik-hoon. January 1979 (has links)
published_or_final_version / Language Studies / Master / Master of Arts
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Deciding factors: : why international students choose the institutions they attendYonker, Valerie A. January 2001 (has links)
This study examines the influences and factors that drive an international student to attend a specific higher education institution. Undergraduate, international students at Ball State University and Muskingum College were interviewed.The international students at those institutions had a variety of factors that played a role in their decision to attend either Ball State University or Muskingum College. These factors included location, academic programs, exchange programs, cost/finances, size of institution, family role, support available, and accessibility.A focused look at the students' background and the size of the institution was addressed. There was a lack of related literature on these points, yet the influence of these factors was quite important. / Department of Educational Studies
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The nature of the religious problems of college students and the sources sought for help with such problems as stated by a sample group of Florida State University undergraduatesUnknown Date (has links)
"Since 'religious adjustment is part of the person's total adjustment,' the writer believes that an investigation of the nature of the religious problems which trouble college students might be of some value to those who are concerned with the satisfactory life relationships of undergraduates. The writer also believes that a knowledge of the sources which students seek for help with their religious problems might contribute to a better understanding of students as they attempt to adjust to encountered difficulties. Consequently, the present investigation was undertaken to discover the nature of the religious problems of undergraduate students at Florida State University and to determine the sources sought by students for help with such problems. No attempt was made to find the cause of any problem nor the reason for the absence of problems. No evaluation of the effectiveness of the counseling which students indicated they had received was attempted"--Introduction. / Typescript. / "March, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 74-75).
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A study of pupil opinion in the Campbellton High SchoolUnknown Date (has links)
"Campbellton High School is a small school of some two hundred thirty rural pupils in Jackson County, Florida. It is felt that the faculty is well acquainted with the personal feelings and desires of the student body. The members of the faculty know each student by name, and also know something of his family life, ambitions, economic status, and his favorite foods. Yet, with all this knowledge about the students, it is felt that school children do not always reveal their thoughts and ideas of what they think is right or wrong with their school. Since the school is being run for the benefit of the pupils, it seems desirable that the faculty also have this information in order for it to do the job thoroughly"--Introduction. / Typescript. / "January, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 102).
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