This study examined the demographic characteristics of a sample of Hispanic students enrolled at a Southwestern university. In connection with these data, the analysis proceeded to delineate the relationship between some selected personal characteristics and the reasons that influenced their decision to enroll in higher education. It was found that Hispanic students that come to the university directly from high school and those that transfer from community colleges were very similar demographically, linguistically and academically speaking. Moreover, the reasons that influenced their decision to continue their education at the university level were identical. Those were: (1) Training in your career interest. (2) Overall training. (3) Quality of course instruction. (4) Professional competence of professors. (5) Expense of the institution. (6) Intellectual stimulation provided by climate. At a deeper level, there were four main factors that underlied the dimensions for their reasons to enroll in higher education. Those were: Factor I "Democratic environment and facilities", Factor II "Internal and external cultural features", Factor III "Academic quality of the institution" and Factor IV "Social life of the institution." The statistical results of whether there were sex, socio-economic and language differences with the four factors, showed that the interaction of sex and language background of the respondent had an effect on "Democratic environment and facilities." The effects of socio-economic index and the language spoken at home were found significant on "Internal and external cultural features." The best predictor for the four factors was the socio-economic index. Based on these results, it is recommended that research efforts be expanded to Hispanics in other geographical areas, other levels within higher education and to students of other ethnic groups.

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Thesis (M.A.)--Atlanta University. / HTML version of 1939 master's thesis. Last viewed 8/8/2008 Includes bibliographical references (leaves 139-140).

Thesis--Wisconsin. / Vita.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006. / Includes bibliographical references (leaves 292-300).

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This research provides a descriptive account of the desegregation case Adams-Celaya v. Southwest School District (1978) in a large urban public school district in the southwestern United States. Arias (1990) conceptual framework was utilized along with a chronological account of the events that occurred in the case. Research questions included: (1) Was bilingual education implemented along with desegregation after the Adams-Celaya v. Southwest School District lawsuit?; and (2) Did the district deal primarily with linguistic or descriptive needs of Mexican-American students? This work constituted a detailed case study of the school district. Method included analysis of data gathered through board minutes, newspaper and district publications, historical data, and semi-structured interviews with individuals who played key roles in the district desegregation process. Findings indicate that the court-ordered desegregation remedy occurred in three stages known as Phases I, II, and III. In Phase I mandatory busing occurred (minority students bore the burden). In Phase II, some inner-city elementary schools were designated as magnets with majority (white) students bused in after being offered and taking advantage of incentives such as extended day, small classes, and teacher aides. In Phase III, the focus of this study, four inner-city schools (three elementary and one middle school) were designated as magnets with bilingual curricula offered at each school along with incentives to attract east-side majority students to the inner-city minority populated schools. With regard to impact, findings of this study generally support Arias (1990) that: (1) desegregation remedies must go beyond student reassignment strategies to include appropriate instructional components such as bilingual education, (2) demographic considerations, and (3) "controlled choice system" which is a form of the magnet school approach such as those offered by Southwest School District after the lawsuit. Further findings suggest some of the Phase III schools may be resegregating as racial isolation may be recurring and student enrollment at these schools is declining.