This historical study examines the career of George I. Sanchez, New Mexican educator, who led many political and educational battles in New Mexico and Texas to improve educational opportunities for Spanish-speaking children. Archival materials from the State Records' Center of New Mexico, the papers of Senator Bronson M. Cutting, the Rockefeller Foundation Archives, the papers of President Lyndon Baines Johnson, Sanchez's private papers, unpublished materials at the University of Texas in Austin, oral history, and published materials were used in this study. The author used oral history and archival materials to gather much of the information for this work. The author extends special thanks and appreciation to Mrs. George I. Sanchez for making Sanchez's private papers available for study. The author also wishes to thank Dr. Hector Garcia, Senator Ralph Yarborough, Judge Carlos Cadena, Tom Sutherland, Arthur Campa, J. W. Edgar, Ed Idar, Jr., John Silber, and Connie Sprague, Sanchez's daughter, for their help.

Thesis. 1975. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Bibliography: leaves 91-95. / M.C.P.

Research on the education of Vietnamese-Americans is very limited, and mainstream media continue to project Vietnamese students either as high achievers or gang affiliated (Castro, 1983; Davis & McDaid, 1992). This kind of projection can mask the real issues that Vietnamese students are facing. Based on Cummins' (1979) Contextual Interaction Theory, this study examined the views of Vietnamese-American high school students in Oregon regarding their schooling under four major areas: Community Background Factors, Educational Input Factors, Instructional Treatment, and Student Input Factors. In particular, this study examined factors, within the above four areas, pertaining to the schooling of Vietnamese-American high school students such as parental concerns, peer relationships, language use in the classroom, ESL learning, subject areas, teacher support, first language usage, discipline issues, home/school communication, teacher knowledge about culture, extracurricular activity, drug/alcohol issues, gang affiliation, dropping out, student effort in learning, homework, career planning, and future concerns. A survey of 145 subjects was conducted in the Portland and surrounding high schools. The study was supplemented by two interviews of two unique students: a high-achiever and a high-risk case to illuminate the real life and school experiences they encountered in their schooling. The interviews added a holistic dimension to this study. The survey data were analyzed descriptively, statistically, and inferentially to provide answers for the research questions. The overall conclusion was Vietnamese-American high school students in this sample came from large families with strong family support and value for education. They brought with them a strong motivation for learning. They were committed to school work and put much effort in learning. They reported doing well in mathematics and science. They reported difficulties in English language comprehension, but only one third of them perceived ESL as a strong treatment. Very few were participating in extracurricular activities. Their relationships with American peers were poor. They perceived a good level of staff welcome and support but were not sure about the staffs understanding of their culture. These students showed a respect for school rules, but reported little school/home communication. Many worried about their future. Briefly, their perceptions regarding educational input factors and instructional programs were not as strong as community background factors and students' contributions.

Mexican immigrant students are entering American schools in great numbers. Many of them come to high schools with a good educational background, but there is little knowledge about them and about the factors that contribute to their incorporation into social life in the United States. While the drop out rate of Mexican-American students in high school has remained the highest among all ethnic groups, recent immigrants are pressuring schools to meet their needs immediately. Failure to respond adequately to their needs may result in an increase in the already high drop out rate and a perpetuation of the cycle of poverty among the Mexican-American population. The purpose of this study was to examine the factors that contribute to the incorporation of Mexican immigrant high school students to United States society. The design of the study is a qualitative multiple case study with a phenomenological perspective. Five Mexican immigrant high school students were selected according to specific criteria. Data was collected through in-depth, open-ended interviews, observations, and documentation. Special consideration were given to the role played by the high school in promoting the academic success of Mexican immigrant students and the contribution of native culture to the process of incorporation into United States society. This study makes contributions to knowledge about Mexican immigrant high school students that can help educators improve the services needed by this fast growing segment of the population. / text

No description available.

No description available.

The purpose of this study was to conduct an oral history of the lived experiences of nine African American doctoral recipients from 1970 to 1980, an era on the heels of the Civil Rights Act of 1964, the Higher Education Act of 1965, and the beginning of Affirmative Action in admission policies of Predominantly White Institutions (PWIs). This study comprised of six males and three females, who self-identified as African American and received their doctorate degree between 1970 and 1980. Eight of the nine participants’ college of origin was an HBCU, however all of the nine participants graduated with doctorates from PWIs. The data collection methods used for this qualitative study were biographical questionnaires and face-to-face interviews, which utilized semi-structured questions. The data analysis approach was coding categories that aided with sorting the data. Critical race theory (CRT) was used as the theoretical framework for this study. CRT was employed to analyze the lived experiences of these nine participants within American institutions such as K-12 schools, and colleges and universities. The findings revealed that race and racism played a role in the daily decision-making process of the participants, although it did not prevent these nine African Americans from receiving the doctorate degree. This study presented counterstories told by a group of scholars who are depicted as being on the margin of society. It is crucial that the voices of those on the margin of society are included in the history of higher education. These scholars’ stories will contribute to the gap in the literature regarding African American doctoral recipients from 1970 to 1980. This study offers a profound story of the lived experiences of nine African American doctoral recipients during a period of vast social changes in American society. / Access to thesis permanently restricted to Ball State community only. / Department of Educational Studies

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 153-161). / Electronic reproduction. / Also available by subscription via World Wide Web / xiii, 161 leaves, bound ill. 29 cm

Thesis (Ph. D.)--University of Chicago, Dept. of Education, August 1999. / Includes bibliographical references. Also available on the Internet.

In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs.