This study explored Master of Social Work students’ attitudes towards transracial adoptions (TRA). The literature suggests that when children of color are transracially adopted, they are often deprived of the opportunity to learn and express their birth culture, and to develop a strong sense of self. The researchers decided to survey this population because MSW students are future foster and adoptive professionals. As such, they will have the opportunity to directly influence macro policies around TRA and adoptive families in micro practice. The researchers utilized a quantitative self-administered survey, with thirty-three questions to ascertain the attitudes of a diverse pool of MSW students at Cal State San Bernardino. Eighty-eight students completed the online survey. The researchers used descriptive and inferential statistics, including a t-test and one-way ANOVA to analyze the survey data. MSW students possess positive attitudes towards transracial adoption. Female respondents held significantly more positive attitudes towards transracial adoption than male respondents. Similarly, Black, White, and Latino/a participants held more positive attitudes towards TRA; however, these findings should be interpreted with caution due to the small number of Native American participants in our sample. We did not find significant differences in attitudes based on participants’ age, parental status, or life experiences related to diversity. Our findings are limited as our sample may not generalize to all MSW students or to social workers in general. The study suggests that MSW students, who are future social workers, view TRA as a positive option for children in need of families. Therefore, we suggest that schools of social work continue to provide and to expand their curriculum related to TRA so that future social workers are prepared to meet the needs of parents and children in TRA families.

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 70-77).

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 70-77).

Thesis (M.A.)--Trinity International University, 2003. / Abstract. Includes bibliographical references (leaves 70-77).

L’adoption internationale en Colombie représente 14 % des adoptions françaises à l’étranger en 2011. Elle est un système de juxtaposition et d’imbrication d’acteurs et d’expériences de parenté. De par sa dimension transnationale, l’adoption lie des acteurs asymétriques avec pour extrémités les parents adoptants européens et la génitrice colombienne. Mais son inscription dans le contexte local de parenté colombienne révèle également l’importance d’un tissu relationnel dense et varié, constitué de divers transferts d’enfants en parallèle. Quant à son statut officiel et formel, il implique l’intervention de l’État dans la définition, la mise en forme et l’application de la pratique de l’adoption. Ainsi, ce travail est le fruit d’une ethnographie multi-située du système de l’adoption en Colombie avec un abord depuis les différentes positions possibles. L’objectif est alors d’interroger la logique de chaque acteur impliqué et les enjeux existants autour de l’enfant : comment l’acte de mise en adoption prend-il sens pour une mère, dont la grossesse n’est pas désirée ? Selon quels critères l’État définit-il l’adoptabilité d’un enfant ? Quelles sont les modalités d’implication de la famille d’accueil dans ce maternage transitoire ? Et enfin, de quelle manière les parents adoptants assument-ils leur rôle dans la (re)construction identitaire de l’enfant ? Regards, vécus, positionnements se rencontrent et s’articulent, témoignant souvent de rapports de pouvoir. L’adoption parle ainsi d’un exercice de contrôle sur la vie et les corps, mettant à jour une inter-sectionnalité de mécanismes de dominations (« postcoloniale », étatique, hétérosexuelle, voire raciale), repérée et analysée dans cette thèse. / International adoption in Colombia represents 14% of the French adoptions in 2011. It is a system of juxtaposition, imbrications of actors and experiences of kinship. From its transnational dimension, adoption links asymmetric actors both for the European adopting parents and for the Colombian mother, but its inscription within the local context of the Colombian kinship shows as well a dense and varied relationship tissue made from parallel children transfers. In terms of its official establishment, adoption implies the intervention of the State in its the definition, its inception, and its application. This work is the result of a multi-located ethnography within the Colombian adoption system studied from different possible points of view. Its objective is to question the logic of each one of the involved actors and the existing challenges surrounding the concerned children, such as: How does the adoption choice makes sense to the mother whose pregnancy is not desired? How does the government decide the adoptability of a child? How does the host family get involved in its temporary motherhood? And at last, in which ways the adopting parents play their role in the (re)construction of the children’s identity? Visions, vital experiences, and contentions meet and articulate, witnessing relationships of power. Adoption speaks of an exercise of control over life and bodies through an intersection of domination mechanisms (post-colonial government, heterosexual and even racial) which are referenced in this written work.

<p>The aim of this study is to widen our knowledge about the basic idea about having an open preschool for adopted children as understood by parents of adopted children and a preschool teacher. Sweden has a large number of international adoptions, in an international comparison among the highest numbers of adoptions per capita. Interviews were carried out with seven adoptive parents and one preschool teacher teaching at a special preschool for adopted children. It was found that adoptive parents had no particular problems with placing their children in an "ordinary" preschool. However, they choose to place the children in an open preschool solely for adopted children because of the possibility of sharing similar experiences as parents and children as well. Activities at "Drippen" preschool were found mostly to be supportive of the adoptive parents. The interviewed preschool teacher was of the opinion that caring bodies such as Children's Health Centers and other similar institutions needed to develop a better understanding of both adoptive parents and their adopted children concerning developmental processes on their arrival in Sweden. Furthermore, the preschool teacher regarded Preschool "Drippen" as being like any other school except for the fact that children who attend there arrive with the experience of a significant separation, and thus ought be treated as infants regardless of their age on arrival. Because of this, the open preschool for adopted children tends to focus a great deal on establishing emotional connections with the adopted children and working with their language and physical development. Key words: adoption, attachment, identity, discrepancy, solidarity, foreign adoptions.</p>

The aim of this study is to widen our knowledge about the basic idea about having an open preschool for adopted children as understood by parents of adopted children and a preschool teacher. Sweden has a large number of international adoptions, in an international comparison among the highest numbers of adoptions per capita. Interviews were carried out with seven adoptive parents and one preschool teacher teaching at a special preschool for adopted children. It was found that adoptive parents had no particular problems with placing their children in an "ordinary" preschool. However, they choose to place the children in an open preschool solely for adopted children because of the possibility of sharing similar experiences as parents and children as well. Activities at "Drippen" preschool were found mostly to be supportive of the adoptive parents. The interviewed preschool teacher was of the opinion that caring bodies such as Children's Health Centers and other similar institutions needed to develop a better understanding of both adoptive parents and their adopted children concerning developmental processes on their arrival in Sweden. Furthermore, the preschool teacher regarded Preschool "Drippen" as being like any other school except for the fact that children who attend there arrive with the experience of a significant separation, and thus ought be treated as infants regardless of their age on arrival. Because of this, the open preschool for adopted children tends to focus a great deal on establishing emotional connections with the adopted children and working with their language and physical development. Key words: adoption, attachment, identity, discrepancy, solidarity, foreign adoptions.

This dissertation examined the relationship of student textbook purchasing practices to student success and satisfaction in selected general education undergraduate courses at a Florida public community college. The study utilized secondary data sources, specifically bookstore purchasing data, student records, and student satisfaction survey results. Descriptive statistics and ANOVA were used to determine relationships. Seven specific research questions were answered, and statistically significant results were identified as a result of the data analysis. The results indicated that there was a relationship between the type of textbook/course material purchased or rented and a student’s final grade in a course. There was also a relationship between digital media textbooks/course materials and lower course satisfaction. When reviewing when students elected not to purchase any textbook/course material for a course that required one, those students reflected lower course grades than students that had access to the textbook/course material in some capacity. When students were provided with an option for their textbook/course material media type, traditional textbooks (paperback or hardcover print) were the most frequently selected. Finally, the results indicated that there was a relationship between higher priced textbooks/course materials and lower grades, when compared to lower priced textbooks/course materials, and course satisfaction scores also reflected lower scores with higher priced textbooks/course materials.

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Identifying, examining, and understanding faculty members’ technological knowledge development and the process of technology adoption in higher education is a multifaceted process. Past studies have used Rogers (1995, 2003) diffusion of innovation theoretical framework to delineate the technology adoption process. These studies, however, have frequently reported the influencing factors based on the statistical analysis such as regression analysis-based approach, and have not focused on the emerging process of technology adoptions or the developing process of technological knowledge and pedagogical knowledge. A mixed method study was designed to see how faculty members acquire different technologies and develop technological knowledge that might help them adopt technologies in their classrooms and online using different pedagogies. A sample of STEM teaching faculty members with different ranks, tenure, teaching experience, and varied degree of experience in the use of educational technologies participated in the study. A survey was designed to identify internal and external factors affecting technology adoption and its effective use in different teaching activities. To elaborate survey results, the study also included class observations as well as pre- and post-observation interviews. Online classrooms used by the faculty via Blackboard learning management system, online flipped classrooms, or other websites such as Piazza were also examined for data triangulation. The findings of the study indicate that faculty members are influenced by their own professional motivations and student learning to improve their teaching methods and to enhance student interactions and learning through the use of different educational technologies. The adoption process was identified as spreading over a period of time and it looked at how faculty members’ developed their technological knowledge and pedagogical knowledge. With the recognition of the social, organizational, and professional motivational factors both expert faculty members, university administrators, and technologist could be made aware of the critical components necessary to construct and support a bottom-up or user-centric successful innovation adoption decision process. The bottom-up approach would use expert professors as change agents and educational designers that would encourage exchanges and meaningful dialogues about educational technology adoptions and effective uses of technology with pedagogy within each discipline and department.