The Problem. The women's movement calls for social change and new options for women in society among these options are career options which women never had before. High school counselors make career suggestions for both male and female counselees. This study attempted to examine if these counselors who agreed with the aims of the women's movement would offer more non-traditional career options for both male and female twelfth grade counselees. Procedures. CPGA's list of names of 839 School Counselors was used to survey the attitude toward the feminist aims. Dempewolff's Feminist Scale--Form A (1972) was used to measure counselor's attitude toward the aims. To obtain the career options offered by counselors, Counselor's Estimate Questionnaire was devised by the researcher. Questionnaires were mailed to all 839 since there was no way to only choose twelfth grade counselors. Data were analyzed using analyses of variance and chi-square. Only counselors who had twelfth grade students were used in this study. Students cumulative grade point average, ethnicity, and career interests were also examined. Findings. Analysis of the data indicated that women counselors tended to support the feminist aims more than male counselors. Support or opposition for the aims did not however influence counselors tendency to offer more non-traditional career options to their counselees. Female counselees more than male counselees expressed a non-traditional career interest. The higher the G.P.A. for both male and female students more non-traditional career interests were expressed. Conclusions. The study supports the hypothesis that women more than men support the aims of the feminist movement. The study did not show that support for the aims of the feminist movement also increased the tendency to offer more non-traditional career options. Twelfth grade female students did show more of a tendency toward a non-traditional career interest. NOTE: The copy held by University of the Pacific library was missing page 111 in the document.

Purpose. The purpose of this study was to identify the academic and non-academic problems of adjustment to the American culture and educational system as perceived by Latin American students attending selected California universities. A second purpose was to identify and compare the differences in problems perceived in undergraduate male and female Latin American students from their respective viewpoints. A third purpose was to identify the expected readjustment problems when the students return to their countries. The fourth purpose was to determine the nature and the helpfulness of the orientation program needed before the students came to the U.S., and after their arrival. Procedure. The survey questionnaire method was used to obtain the relevant data from the Latin American students. The sample population of this study consisted of 240 undergraduate students who met the criteria set for the inclusion of the students to be studied. The responses to the questionnaire statement by number of students who actually responded, were analyzed by using percentages and one way analysis of variance at the .05 level of significance. Conclusions. The findings of this study indicated that: (1) The major academic problems encountered by Latin American students were found to be in the basic communication areas and of writing, reading, and oral skills. In addition, students found it difficult to participate in classroom discussion because of their lack of confidence in their general use of the English language. Students did not receive adequate assistance in academic program planning in courses that were compatible with the needs and goals of their native countries. (2) Major non-academic problems related to the unavailability of sufficient financial aid, insufficient international news relating to the political status of their country, adjusting to social interaction, food, time orientation, household chores. (3) There were minor significant differences between males and females in their perception of academic and non-academic problems. (4) No significant differences existed between males and females in their opinions of the problems they will encounter upon returning home. The major area of concern of both males and females groups was primarily centered upon the fear that new innovations would not be accepted in their countries. (5) The findings indicated a high percentage of students who participated neither in an orientation program in the American universities nor in Latin American universities. Recommendations. (1) A complete program of orientation should include a predeparture orientation offered by their native country governments or sponsoring institutions. (2) The American universities should provide an extensive orientation program in both academic and non-academic areas. (3) It would be helpful if the foreign student be met by an American student sponsor who would help him/her find housing, facilitating their initial adjustment to the new environment. (4) Periodical meetings with the Foreign Students Advisor and academic Advisor would give an opportunity to Latin American students of communicating with others in seeking solutions to their problems. (5) Students should be proficient in communication skills before starting their academic program. (6) The academic curriculum in American universities should include practical training and field work experiences in the areas of study undertaken by Latin American students.

Hmong Americans' postsecondary completion rates remain low when compared to other Asian ethnic groups. As the Hmong population continues to grow, so does the need for intervention to increase the total number of postsecondary graduates. Many Hmong Americans are first-generation college students and continue to face challenges and barriers that prevent them from being successful in higher education. “Forty-seven and a half percent of Hmong adults (25 years or older) reported having attended college, but not earning a degree” (National Commission on Asian American and Pacific Islander Research in Education, 2011). Without a college degree, Hmong Americans face limited resources and opportunities to advance in their careers, resulting in limited earning potential (Research Summary, n.d.). Without a college degree, career options are limited, and may result in low-wage jobs that perpetuate the poverty level of SEAAs. (“Overview of the Educational Challenges of SEAA - 2013,” n.d.) Asian Americans continue to be successful in degree completion rates, masking the struggles of sub-ethnic groups that immigrated to America in the late 1970s to early 1980s as they assimilate into America. To address the issue of low completion rates of Hmong Americans, targeted services will aid and support them through their academic journey. Many Hmong Americans begin their journey in higher education at a community college. Community colleges have been providing education and skills training helping to fill the needs of high-demand industries. Community colleges have transformed millions of American lives paving the way to the middle class through middle-class careers (Holliefield-Hoyle & Hammons, 2015, pg. 29). Attrition rates of Hmong Americans remain a primary concern in postsecondary institutions. Primary causes of attrition include inadequate financial support, unsolidified academic decisions, and life interruptions (Bowers et al., 2019, pg. 2). As colleges strive to provide resources to alleviate some of these barriers, many students do not utilize these services (Bowers et al., 2019, pg.2). The purpose of this study was to identify success strategies of Hmong Americans that completed their undergraduate degrees and beyond to provide information to current and future Hmong Americans as they pursue their degree. These strategies helped the participants as they discover new things while learning to balance school, work, children, and cultural obligations. Through a basic general qualitative study, the research identified the following themes: 1) First-Generation College Students; 2) Counseling; 3); Connection with Professors 4) Connection with colleagues; 5) Library; 6) Tutoring; 7) Personal growth. Much research is needed to continue the research into other successful measures Hmong Americans have used to complete their undergraduate degrees and beyond. This research contributes toward the growing research into successful strategies used by Hmong Americans and other students in America as the information gathered from this research will aid all postsecondary students.

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Set in a large, urban, public university, this study explores the use of an institutionally specific risk instrument developed to identify students who had a high risk of attrition and the effectiveness of subsequent interventions deployed through advising. Though implemented throughout the institution, this study identified control and treatment groups in the University's College of Science and Technology in order to examine the impact of the risk instrument and advising interventions on first-year retention. The data were analyzed to determine the accuracy of the risk instrument in predicting risk of attrition for students, to identify alternative "tailored" models for assessing risk, and to examine an advising model employed to actively respond to the identified risk. Results are reported to inform institutions about the accuracy of the prediction instrument and the specifics of advising interventions. Special consideration is given to the social justice mission of the institution and the ethical considerations of how to respond to risk assessments. / Educational Administration

This study examined some differences between continuing and non-continuing special admission students in areas of academic advising in ways that are more systematic and thorough than past research. The premise of the study is that having a clearer understanding of how academic advising affects retention might provide colleges and universities with information to optimize the collegiate experience for special admission students. Therefore, research on the effect academic advising has on special admission student retention might offer insight into how the interactions between student and advisor affect retention issues. A non-experimental descriptive research design was employed to investigate the differences between the independent variables (advising style, frequency of contact, gender match, and race or ethnicity match) and the dependent variable, student retention. There were three sources of data used in this study. First, data were collected from students through the use of the Academic Advising Inventory (AAI) and External Factors of Retention Survey (EFRS) using online survey software. Second, data were collected from existing databases provided by an urban higher education institution. Finally, brief phone surveys were conducted with non-continuing students. Due to low survey response, no statistical analysis for significance was reported in this study. However, patterns observed from the AAI/EFRS and the phone surveys provided the following results. First, continuing special admission students had more advisor contact than non-continuing students. Second, despite continuing students’ higher average scores on the Developmental-Prescriptive Advising Scale (measure for advising style) of the AAI, the higher perceived advising style scores did not suggest a higher frequency of student-advisor contact in the first semester. Third, perceived advising style may have influenced frequency of student-advisor contact among non-continuing students. Fourth, continuing students had a decrease in frequency of student-advisor contact in consecutive semesters. Fifth, the perception of students that their race or ethnicity are respected by their advisor may matter more than a race or ethnicity match. Sixth, gender match was not related to frequency of student-advisor contact for continuing students. Seventh, clearly stating the objectives of a research study and how participation serves the objectives may aid in the recruitment of difficult to reach populations. Eighth, institutional efforts to reach out to these students could influence the students’ decision to continue enrollment.

Le système scolaire français est en passe de réussir à mener près de 80% d’une classe d’âge jusqu’au niveau du baccalauréat. Cependant, cette démocratisation du système ne doit pas occulter la persistance de certaines inégalités. Le niveau du lycée semble être le lieu et le moment où certaines des ces inégalités se cristallisent. Le propos de ce travail est de montrer, dans un premier temps, que ces inégalités s’accroissent au lycée et en particulier au cours de l’année de seconde, qu’aux inégalités d’accès, s’ajoutent des inégalités de réussite. Dans un second temps, ce travail s’attachera à montrer que les pratiques d’enseignement, différentes d’un type de lycée à un autre, peuvent expliquer l’accroissement des ces inégalités. La première étude portera sur l’évolution des inégalités de réussite en mathématiques entre les élèves d’un lycée professionnel, ceux d’un lycée technique et ceux d’un lycée général. L’étude des progressions des élèves en fonction de leur classement initial montrera que les élèves n’ont pas les mêmes chances de réussite selon le type d’établissement dans lequel ils sont scolarisés. La deuxième étude portera sur les pratiques et les discours de 10 enseignants de trois établissements différents : LP, LT et LG. Une analyse quantitative et qualitative de leurs discours, en entretien et en classe, et de leur pratique nous permettra de caractériser ces dernières eu regard du lieu d’enseignement et de mettre ainsi en évidence ce que l’on peut appeler un habitus professionnel. / Nearly 80% of a class age is to be taken as far as the baccalauréat by the French Educational School System. Yet, this democratization of the system should not hide the persistence of certain inequalities. It seems indeed, that some school inequalities crystallize at school. That’s why this work will aim at showing, at first, that these inequalities increase during the 1st year of high school (our seconde). Moreover, inequalities of access come on top of inequalities of success. Then, it will be demonstrated in that work that teaching methods (different from one school to another), could as well explain the increase of inequalities. The first study will mainly deal with the evolution of the success inequalities in mathematics between general, technical and professional French high schools. It will be demonstrated as well that pupils don’t have the same opportunities according to their initial rank and according to the school they’re in. The second study will deal with the teaching methods and interviews of 10 teachers, from different types of high schools (LP, LT, LG). A quantitative and qualitative analysis of their speech and practices through their interviews and during the class will help characterize their practices according to the place they teach. It will thus help highlighting what could be called a professional habitus.