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A Study of the Relationship of Scores Made on the American College Test and Academic Grades Made by Pre-Engineering and Industrial Arts StudentsPressly, Ronald N. 08 1900 (has links)
This was a study of the relationship between scores made on the American College Test and academic grades made by pre-engineering and industrial arts students to determine the reliability of American College Test scores when used for counseling and predicting academic grades.
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Differences in Creative Thinking Between American and Japanese College Students in EducationSaeki, Noriko 01 May 1997 (has links)
Fifty-one American and 54 Japanese college students in education were tested to investigate whether there were any cross-cultural differences in creative thinking. No gender differences were found in both cultures, but the American college students had higher scores on the Torrance Tests of Creative Thinking (TTCT) figural test than the Japanese college students. The difference was statistically significant and the effect size was large. Very low correlations were found between the TTCT and the American 111 College Testing (ACT) for the American college students and between the TTCT and the Center Test for the Japanese college students.
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The re-discovery of soul and reclamation of spirit anew : the influence of spirituality on the persistence of Mexican American Chicana (o) community college transfer students at a small liberal arts universityRasca-Hidalgo, Leo 29 June 2001 (has links)
Low completion rates have created serious "leakage points" (Astin, 1988) and
"severe hemorrhaging" (Lango, 1996) in higher education to a large number of Hispanics.
Traditional research on college persistence, which has blamed the students' culture for low
performance, is inaccurate.
Little research has specifically investigated academic persistence from a cultural
perspective. Spirituality is a dynamic dimension among this cultural group. It is an
untapped richness that Hispanic students bring with them to higher education.
The study focused on six participants' understandings of spirituality from a
cultural perspective. The purpose of the study helped participants voice the influence of
their cultural spirituality and critically reflect the university's role regarding this cultural
dimension.
The research question was: What does spirituality, from a cultural aspect, mean in
the context of persistence by Mexican American Chicana (o) students who transfer from a
community college to a small liberal arts university?
Critical theory, emphasizing phenomenology and critical consciousness, was the
epistemological perspective. An indigenous methodology was used. Such a critical
perspective and indigenous methodology embraced the participants border knowledge.
Three data collection methods were used. A 43-Item Likert Survey, twenty-four
diaolgos (individual conversations), and three circulos de cultura (group discussions).
Data was interpreted with the following findings. The majority of the participants'
survey responses indicated that matters of the spirit are important and significant to them.
Through the di��logos the participants expressed interpretations and critiques by indigenous
modes of language that spirituality did influenced their persistence. In the circulos the
participants developed insights interconnecting spirituality and persistence. Spirituality
was expressed through various images: "a push," "passion," "a driving force and desire,"
"an inner force," "La Virgen," and a "quiet inner strength." Most importantly, their
persistence was influenced by a family-centered spirituality grounded in their cultural
heritage.
This qualitative study highlighted the six voices. Each case consisted of an
interpretation of the participant's phenomenological understanding and growth in critical
consciousness.
The co-investigators' enriched the analysis by their cultural intuition and bicultural
understanding. The following themes emerged from participants' visual and written
summaries:
1) Family.
2) Quien Soy Yo? (Who Am I?)
3) Quiet Inner Strength
4) Recognizing My Background.
5) Encouraging Me to Persist.
6) Critical Consciousness of the Interrelationships of One's Culture.
Study concluded with testimonies from the co-investigators. Researcher
proclaimed: it is important to listen to students voice why they persisted from strengths
within their culture. / Graduation date: 2002
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The hiring process the Black experience in a community college search committee /Johnson, Dreand R., January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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Negotiating Chicano masculinities at institutions of higher education voices of South Texas Chicano men /Vasquez, Fernando. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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The influences and experiences of African American undergraduate science majors at predominately white universities /Blockus, Linda January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 224-238). Also available on the Internet.
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Success on whose terms? : academic achievement and status production among Black students on a predominantly white university campus /Foster, Kevin Michael, January 2001 (has links)
Thesis (Ph.D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 369-384). Available also in a digital version from Dissertation Abstracts.
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Negotiating a sense of place a study of Hispanic faculty in predominantly white universities /Maldonado, Anita. January 2008 (has links)
Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Steve Michael. Keywords: Hispanic Faculty; Predominantly White Universities; Sense of Place; Hispanic Faculty Retention. Includes bibliographical references (p. 438-454).
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Blueprint for college success : key life experiences contributing to Hmong university students' matriculation and graduation from college /Lor, Pao. January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 2001. / Includes bibliographical references (p. 96-98). Also available on the Internet.
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Persistence and involvement reconsidered : a phenomenology of African American college men who make a difference /Gajda, Stanley Jacob. Unknown Date (has links)
Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Adviser: Deborah Taub; submitted to the School of Education. Includes bibliographical references (p. 142-163).
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