The problem of this study was to determine if differences exist in the self-concept scores between Anglo children and Chicano children. A secondary problem was to determine the level of correlation between self concept scores and academic averages. The Martinek-Zaichkowsky Self Concept Scale for Children was used to determine self concept scores and grade point averages reported by the students' classroom teachers were used for the academic averages. The findings of the study warranted the following conclusions: (1) Anglo, first grade children have a significantly higher total self concept than do Chicano, first grade children. (2) Chicano, third grade children have a significantly higher total self concept than do Anglo, third grade children. (3) No significant differences exist between total self concept scores of Anglo, sixth grade children as compared to those of Chicano, sixth grade children. (4) No significant differences exist between total self concept scores of Anglo, first grade children as compared to those of Anglo, sixth grade children. (5) No significant differences exist between total self concept scores of Chicano, first grade children as compared to those of Chicano, sixth grade children. (6) Significant, positive correlations between total self concept and total academic average were found only at the first and sixth grade levels for Chicano children.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 160-174).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 160-174). Also available in print.

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Text in Afrikaans / Hierdie proefskrif oor 'n Fundamenteel-agogiese besinning oor die eise van kulturaliteit in 'n multikulturele samelewing beklemtoon kulturaliteit as een van die antropiese grondvorme en die eise dienaangaande om kulturaliteit te realiseer. Die mens is as unieke synde in sy gerelasioneerdheid tot sy medesyndes, sy geofisiese omgewing en die transendentale in-en-aan-die-wereld teenwoordig. As sodanig is hy in gerelasioneerdheid tot die horn omringende besig om 'n leefwereld te stig. Hy doen dit in die tyd en in historiese verbondenheid en in medesynsbetrokkenheid met sy medemens. Sy leefwereldstigting realiseer hy kragtens sy synsfundamentalium van kulturaliteit. Onderliggend aan sy kulturaliteitvergestaltende leefwereldstigting le 'n bepaalde normeen waardesisteem. Hierdie norme en waardes dien as riglyne vir sy Ieefwereldstigtende Dasein. Kulturaliteitvergestalting is ook nie 'n individuele aangeleentheid nie. Die mens stig sy leefwereld saam met medesyndes as gemeenskap-in-struktuur volgens gemeenskaplike norme en waardes. As gemeenskap-in-struktuur organiseer die mens homself as kollektiewe synde in samelewingsinstellings, waaronder die gesin, skool, kerk en staat. Hierdie (en ander) samelewingsinstellings speel 'n funksie-spesifieke rol as moveerder van kulturaliteitvergestalting, wat impliseer dat elke samelewingsinstelling die norme- en waardesisteem van die gemeenskap waarin hy ageer 6f handhaaf 6f bevraagteken en selfs nihileer. Kulturaliteitvergestalting as aangeleentheid wat in die tyd plaasvind, beteken die huidige, post-moderne tegnokratiese era, is die vergestaltingstyd van kulturaliteitvergestalting. 'n Verkenning van die post-moderne era toon dat kulturaliteitvergestalting blootgestel word aan die bedreiginge van die tyd, waaronder die geofiese aftakeling/vernietiging van die aarde as primere vergestaltingsbodem van kulturaliteit, asook antropies-eksistensiele bedreiginge wat die outentieke, waardige menswees as Dasein en Sosein as partikuliere, genormeerde syn erodeer. Hierdie bedreiginge van kulturaliteit figureer as omgewingskending en -vemietiging asook die dehumaniseringstendense van die tegnokratiese tirannie op veral sosio-politieke en sosio-ekonomiese terreine. Om die mens kulturaliteitvergestaltend deur genormeerde leefwereldstigting as kultuurskepping sy Dasein te laat vergestalt, kan verskeie eise as moontlikheidsvoorwaarde gestel word. Die eise geld vir die mens as individu en mens-ingemeenskap en hou verband met die erkenning van sy menswaardigheid, sy norme en waardes op grond waarvan hy sy Dasein kulturaliteitvergestaltend realiseer, asook die bewaring en sinvolle benutting van die geofisiese gegewene as bestaansvoorwaarde vir alle lewe. Slegs dan leef hy voluit. / This thesis highlights culturality as an anthropic fundamentalium and the imperatives governing it in order to realise culturality. Man as unique being is immanent in his relatedness to his fellow human beings, his geophysical environment and the transcendental being in and at the world. As such, man is engaged in creating a life-world within time and historicity and in co-existential engagement with his fellow man. Man realises his life-world in terms of the fundamentalium of being pertaining to his culturality. Underlying his creation of a life-world reflecting his culturality, is a certain system of values/norms operating as guidelines for his Dasein created by his life-world. Shaping culturality is not an individual act. Man with his fellow man as society in structure creates his life-world in terms of common norms/values, organising himself as collective being in social institutions, including the family, school, church and state, which play a function-specific role to actuate the creation of culturality, implying that each one either maintains or questions or even utterly rejects norms/values of the society within which it operates. The creation of culturality as something temporal means that the present post-modem technocratic era serves as a temporal focus for it. Scrutiny of this era shows that the creation of culturality faces threats posed by this very era, among others the geophysical despoiling/destruction of earth as the primary locus for the creation of culturality as well as anthropic-existential threats eroding authentic human dignity as Dasein and Sosein as particular normed being. These threats are manifested as environmental violation and destruction as well as the tyrannic technocratic proclivity towards dehumanization, especially socio-politically and socio-economically. For man to realise his Dasein by normed creation of a life-world as the creation of culture, various imperatives may operate as conditions of potentiality for man individually and socially, relating to his human dignity, the norms/values by which he realises his Dasein through the creation of culturality as well as the conservation and meaningful utilization of the geophysical environment as condition of the geophysical environment as erudition for life. Only then does man fully exist. / Educational Studies / D.Ed. (Filosofie van die Opvoeding)

<p>The purpose of this study was to examine the implicit language attitudes of college-level instructors toward accented English and the effect of gender, teaching experience, and home language background on those attitudes. The auditory multifactor Implicit Association Test (IAT) was used to measure the implicit attitudes toward Standard, Chinese, Hispanic, and Korean accented English. For the current study, audio stimuli were embedded into the multifactor IAT, which became available for the first time in 2014. The auditory multifactor IAT generated implicit preference scores of six pairs of accented English: Standard vs. Chinese, Standard vs. Hispanic, Standard vs. Korean, Chinese vs. Hispanic, Chinese vs. Korean, and Hispanic vs. Korean accented English. </p><p> Participants (<i>N</i> = 93) included college instructors at an urban university in Florida. Statistical analysis results suggested that college instructors in this study exhibited some bias towards speakers of Hispanic-accented English, but no bias toward the other five. However, analysis of the frequency distributions of the responses showed bi-polar accent biases did exist. It was possible that the similar numbers for the polar opposites balanced each other in the statistical results of no bias. Gender and home language background had no effect on implicit preference scores. The years of teaching experience had significant effect in Hispanic vs. Korean-accented English, but not in the other five accented language pairs. However, close examination of the beta coefficient per year indicated that the relationship was weak even though the effect was significant. </p><p> Faculty, administrators, and students could use test results as a topic of discussion in faculty development, teaching assistant training, student services, and diversity training in higher education institutions. The discussions might help awareness of hidden-yet-present accent bias and prevent potential prejudice toward other accented English speakers. </p><p> The administrators need to be aware that preferences do exist toward accented English speakers. These preferences&mdash;or biases&mdash;toward an accent may be important in selecting instructors. </p>

<p> Maier Acosta, Ana Margarita, Ph.D., Purdue University, May 2016. A Multiculturalist and Sociotransformative Approach to Entrepreneurship Education in Honduras. Major Professor: JoAnn Phillion. This research seeks to take advantage of the converging points among multicultural education, sociotransformative constructivism and entrepreneurship education to propose new ways of teaching entrepreneurship through a multicultural approach in Honduras, based on the potential that entrepreneurship education has to impact society. Action research, because of its potential to connect theory and practice was used as the methodology for this project. This study had the purpose of exploring the efficacy and effects of incorporating multicultural education into entrepreneurship education through a sociotransformative constructivist theoretical framework at the graduate school in the leading private university at Honduras, UNITEC. Entrepreneurship&acute;s contextual nature, its desire to foster individualism and its potential to impact society provided the perfect platform for multicultural education through the incorporation of sociotransformative constructivism in the curriculum to act as an awareness raising device for both students and the teacher. A review of multicultural literature and business education literature, specifically entrepreneurship education literature, reveals adisconnect between the two fields. Even though in some literature the integration of multicultural education is implicit; it is not explicitly stated. The field of Entrepreneurship in Honduras had never been studied before through the lens of such a theory and this as a starting point from which future research should be done.</p>

The literature sees community members of Mexican ancestry as persons who are denied full participation in matters of school policies and practices. It also cites that forty percent of children of Mexican ancestry who enter school drop out before they graduate from the twelfth grade. In view of these perceptions, this study was designed to examine what relationship existed among three factors: (1) the goals of a school district; (2) student academic achievement as indicated by GPA; and (3) the intra-group variability among Chicano, Mexican American and Mexican students. This study assumed that if students, parents and teachers prioritized goals congruently, students would do better in school than if there was not a congruity of ranking. However, data results revealed that the existence or nonexistence of goal-ranking congruence among students, parents and teachers made no practical significant difference in student GPA. The research sample included 267 middle school age students of Mexican ancestry, their parents and 74 teachers. The three groups of students, that is, Chicano, Mexican American and Mexican, each ranked communication, work skills, logical thinking, critical thinking skills, study of one's own heritage and other ethnic groups, and accomplishing one's own potential among the seven most important goals. It is recommended that school districts develop their goals with representative input from the total community and that goals with representative input from the total community and that goals be coherently and consistently publicized among professional and lay people in order that the purpose and consistency of school practices be underscored.

Justification of the problem. A significant percentage of the children attending school in the Richgrove School District are identified as migrant students. Migratory children often were two or more grades below grade level in reading, spoke little or no English, tended to withdraw from the school environment, had poor self-concepts, lacked nutritionally balanced meals, and had few, if any, previous health records. The present study is an outgrowth of the Richgrove School District's effort to develop and provide an educational program designed to meet the needs of migratory children residing within its attendance boundaries. The problem. The problem was to examine student achievement in "pull-out" instruction classes in reading and in English as a second language, student self-image improvement, food and health services, and 2 community involvement for migrants. Delimits of the study. The study was limited to those aspects of the Richgrove School District's migrant education program during the 1970-71 school year. Hypothesis. It was the hypothesis of this study that migrant education programs can be designed to improve student achievement in reading and English as a second language classes, improve the self image of the student and improve food and health services for migrant children. Method of procedure. The procedure followed in this study was to describe the development, implementation, and observed results of the Richgrove School District's 1970-71 migrant education program. The effectiveness of the migrant education program was determined by student achievement, teacher and student ratings, observed results, records of food and health services provided, and an evaluation of nutritional and health services by a medical doctor. Findings. Migrant pupils in the Language Comprehension Improvement classes who were enrolled for pre-test and post-test evaluations of reading achievement gains in grades two through eight, as measured by the California Achievement Test, averaged more than one month's gain for each month in class . The English as a Second Language pre-class and post-class ratings revealed that children in the English as a Second Language classes learned to speak English at an accelerated rate. Teacher and student opinion indicated that children in the E.S.L. classes learned to speak English more quickly and took part in classroom activities sooner than previous migrant children who did not have the benefit of supplemental instruction. The food and nutritional services provided 11,612 free lunches to migrant students. Migrant families had the option of purchasing reduced priced lunches for their children at a cost of 10 cents per meal. The findings indicated that the food services were available for all migrant children. The findings revealed that health services were improved for migrant children. Fluoride "brush-in" treatment was provided for 96 migrant children. In addition, 85 dental examinations and treatments were conducted as well as complete physical examinations for 76 migrant children. Migrant families were assisted by the school district in obtaining glasses, shoes, and clothing for their children. Observations, student ratings, and teacher opinions indicated that migrant pupils experienced opportunities that aided the improvement of self-image and that migrant children seemed to develop a better self-concept. The related services which included cross-age tutors, recreational programs, learning experience field trips, summer school, and migrant parent involvement were deemed by the findings to have a positive influence on the school experiences offered migratory children. Implications . The project findings revealed that migrant education programs can be designed to increase achievement in reading and English as a second language, offer opportunities to improve self image, and offer increased nutritional and health services for migrant children. The findings of this study may be used to help improve educational services provided migratory children by other school districts or states.