Most Haitians in the U.S. area have immigrated over the past three decades, with the largest number of arrival coming in the late 1970's through the mid 1980's. Boston has one of the largest Haitian student populations in the U.S. following Miami and New York City. The purpose of this study was to determine the status of English language development among Haitian immigrant ninth graders participating in Boston's transitional bilingual education. Two major research questions guided this study: (1) What is the effectiveness of oral English language-use among ninth grade Haitian immigrant students in selected bilingual classrooms? (2) What is the effectiveness of English reading among ninth grade Haitian immigrant students in selected bilingual classrooms? Three High schools with transitional bilingual education programs totalling ninety-one Haitian ninth grade students participated in the study. Twenty five students were randomly selected as subjects for the study. A pre- and post-test comparison and an analysis of students' oral and reading scores were done to obtain a preliminary quantifiable impression of the students' growth in English language development over a period of time. Using Halliday's (1973) seven functions of language, classroom observations of students oral English language-use were recorded and analyzed to determine the students' ability to communicate effectively in different classroom contexts. Miscue analyses through a series of reading activities were performed to provide valuable insights into the nature of the reading process and gain appreciation for readers' strengths as well as weaknesses. Over three hundred and fifty hours of classroom observations and reading miscue activities with (N = 25) Haitian immigrant ninth graders reveal that subjects do not differ markedly in their oral and reading effectiveness in English. Although individual differences among subjects in oral and reading effectiveness existed; however, only a minority of students (N = 5/25) in (oral language) and (N = 1/4) in reading did not show positive gains in language effectiveness. Overall, many of the subjects show positive gains in English. Thus, they have the ability to use oral and reading English effectively to succeed academically.

M.Ed. / Please refer to full text to view abstract

<p> This thesis draws from developments in Jungian thought, somatic and mindfulness-based therapeutic modalities, and interpersonal neurobiology to examine the cultural layer of the unconscious and the complexes that operate therein in their relevance to clinical work. Using hermeneutic and heuristic methodologies, it argues for the development of awareness in the clinician of culturally rooted complexes as they manifest in the clinical moment, and the importance of recognizing, accepting, and working with the defenses around these complexes. The importance of therapeutic work from a somatic and mindfulness-oriented approach is discussed, drawing from the theory and practice of Hakomi and the Re-Creation of the Self Model of Human Systems, as grounded in interpersonal neurobiology and complementary to aspects of Jungian theory.</p>

<p>The primary goal of this study is to explore and learn about the life experience of undocumented college students in California. The researcher was interested in learning about identity, stressors, barriers, fears, mental health, strengths, motivation, college life and migrating experience. Furthermore, this study sought to learn about the impact and changes the California Dream Act (CA Dream Act), AB 540 and Deferred Action for Childhood Arrivals (DACA) have produced for the current population of undocumented college students in California. The researcher conducted an online questionnaire and had a total of 17 participants. The findings revealed that respondents fear the loss of programs like DACA and continue facing an uncertain future in the United States. In addition, the researcher learned that undocumented children are aware of their undocumented legal status during their primary education years. The study also suggests that participants&rsquo; mental health has been impacted significantly by the barriers and fears associated with their legal status. Future research should focus on the long-term mental health effects that an undocumented legal status can have on an individual, thus examining the effects it places on the mental health and criminal justice system. Additionally, the researcher recommends that future studies examine how programs like DACA are changing undocumented immigrant identity, specifically, addressing how policy can impact an individual&rsquo;s identity. </p>

<p> The demographic composition of the American classroom reflects the diversity of society as a whole. The cultural, language, and ethnic diversity of students is often celebrated, but it also presents challenges for educators responsible for providing instruction for the students. The purpose of this study is to explore the ways in which some educators have prepared to address language diversity and the strategies and techniques they have used to create equitable learning environments for English Language Learners (ELLs). </p><p> A comparative case study was conducted to gain insight into the characteristics of an equitable environment for ELLs and the practices school principals, English as a Second Language (ESOL) teachers, and regular education teachers use to foster and create equitable learning environment. Data were collected through individual interviews and document reviews of the School Improvement Plan (SIP) and the Title I plan of each school site. Analysis of data resulted in four premises. Characteristics of equitable environments for ELLs create a sense of belonging for students and their families and increase engagement. Equitable environments offer professional respect and support for teachers and include respect for student and family learning opportunities. Outcomes for ELL student improve when deliberate strategies to provide access to resources and the curriculum are in place. Ultimately, equitable environments empower ELL students, their families, and educators to fully participate in the teaching and learning process and support the improvement of outcomes for all students. </p>

<p> The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21^st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the <i>change</i> problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the <i>change</i> problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors&rsquo; and tutees&rsquo; social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.</p>

<p> The unique nature, challenges, and demands of rural counseling has been linked to higher rates of burnout and turnover among rural counselors in comparison to their urban and suburban counterparts. The current study examined the relationship between burnout and selected variables among professional counselors working in rural settings. A review of the literature indicated that multiple relationships, confidentiality, competence and training, lower compensation, lack of privacy, and personal and professional isolation were the variables most frequently identified as problematic for rural counselors. Data from 127 respondents were analyzed using multiple regression models. Individually, the independent variables were significant predictors of burnout, however, only confidentiality, lower compensation, lack of privacy, and personal and professional isolation were significant predictors in the multiple regression models.</p>

The purpose of this study was to develop a Navajo Intercultural Sensitizer. It is an attempt to sensitize non-Navajo educational personnel who have come to work in the Navajo Nation to the attributional system of the Navajo culture. The assimilationist, culturally destructive educational policies of the past have been an objective failure. This effort attempts to build on the cultural strengths of Navajo people by promoting the acknowledgement, respect, and understanding of cultural differences. The method used is based on the identification of critical incidents that produce misunderstanding, confusion, or bad feelings between Anglo and Navajo people. The construction of the Navajo Intercultural Sensitizer involves four phases: episode generation, episode selection and construction, attribution elicitation, and attribution selection. Critical incidents (87) were gathered from Navajo students, teachers, and teachers' aides at two Reservation sites. Fifty-six of the incidents were selected by an eight person bilingual and bicultural panel of Navajos who were community and educational leaders. Attributions were elicited in response to the incidents and questions posed. An Anglo sample was drawn from students who were entering the fields of education, educational psychology, counseling, and clinical psychology. Attributions were elicited from them upon presentation of each episode and associated questions concerning the thoughts, feelings, or behavior of the Navajo participant in the incident. An empirical test, consisting of 56 incidents and the question associated with each episode, was administered to a sample of Navajos (n = 70) from two Reservation sites and the Anglo group (n = 56). Each question was followed by four choices. Forty-six of the incidents yielded significant (p < .05) differences in the attributions chosen by the two cultural groups in a chi-square test of significance. These incidents, plus two more, were used in the development of the Navajo Intercultural Sensitizer. The ICS is in a programmed instructional format. The learner is presented with the incident, the question and four plausible attributions. The task of the learner is to learn how the Navajos tended to attribute meaning to the incident.

<p> This qualitative research highlights the voices and lived experiences of adolescent Japanese sojourner students and their mothers residing in the Midwest. The central goals of this research are to understand what adolescent Japanese sojourner students&rsquo; school experiences in the U.S. are like&mdash;particularly in areas with small Japanese populations&mdash;and how their experiences in the U.S. shape their current identities as cultural and linguistic minority students. This research also aims to learn how the students&rsquo; sojourning experiences influenced their mindsets as future returnee students. I conducted an in-depth case study with a phenomenographic approach as the theoretical framework to deeply investigate the lives of adolescent Japanese sojourner students. The findings of this research revealed that the Japanese sojourner students&mdash;who were also considered cultural and linguistic minority students&mdash;encountered various difficulties and challenges at their local schools due to cultural differences and the language barrier; these issues often prevented the students from establishing friendships and expressing themselves at their local schools. At the same time, I found that several sojourner students and mothers valued the students&rsquo; local school experiences for the opportunity to learn authentic English and cultivate cultural awareness. The research findings suggest that the Japanese students&rsquo; sojourning experiences impacted their identity development&mdash;namely, identity negotiation and maintenance. Additionally, I extracted six prominent findings that are specific to sojourner residents in areas with small Japanese populations that are likely apply to any sojourner living in any area of the United States with a small Japanese population.</p>

<p> In the United States, the patient population has substantially grown more ethnically diverse. Many of these patients present with ailments, such as heart disease, diabetes, and stroke, at a higher rate than their Anglo-European counterparts. Subsequent research has established a link between the health disparities of ethnically diverse communities and the lack of culturally competent physicians. Further investigation reveals cultural competency curriculum that omits the course element of self-reflection was less effective in achieving program objectives than those that provide an opportunity to explore one's own cultural background. This study proposes cultural competence curricula that include a structured self-reflective element, or opportunities to revisit past behaviors of one's self within the context of ethnic and cultural diversity, will assist undergraduate healthcare students develop their cultural skill through awareness of their own cultural values, biases, assumptions and belief systems, and how these aspects direct subsequent patient interactions. Pre- and post-course surveys and questionnaires were used to obtain data from 45 undergraduate respondents for this mixed methods study.</p><p> The results of this study, as analyzed by the Mann-Whitney <i>U </i> test, were unable to definitively prove that there is a statistically significant difference in the level of cultural competence between those who participate in training that includes a structured self-reflective component and those who do not. However, this research shows there is an observable movement away from 0 on the z-distribution curve, which is closer to the critical threshold, and an increase in the median IDI v3 scores on the cultural competence continuum by participants who enroll in an interpersonal communication course where structured self-reflective activities or opportunities to examine concepts of self <i>are</i> imbedded within the curriculum. Therefore, this study concludes the integration of structured self-reflective activities into intercultural curricula improve cultural competence acquisition. This improved cultural competence can be applied in the delivery of health care to ethnically diverse patient populations. Further investigation about the influences of power and privilege on personal identity, and the effects of time on cultural competence acquisition, will add to the breadth and depth of self-reflection, health care, and leadership studies.</p><p> <i>Key words:</i> structured self-reflection, health disparities, health care, leadership, leadership development, ethical leadership, relational leadership, authentic leadership, culture, cultural competence, pre-health care curriculum, education, social justice</p>