Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 118-122).

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 118-122). Also available in print.

The purpose of this study was to determine factors that impact the final grades of full admission and developmental students who were enrolled in selected 22 undergraduate business courses during the fall 2015 and spring 2016 semesters. Also, this study examined the interaction of students’ ethnicity, gender, age, and classification on their final course grades in selected business courses at a rural public HBCU. The research design for this study was casual-comparative research. A 2X2 and a 2X4 factorial ANOVA was used to determine whether there was a main effect on students’ final grades considering each independent variable. Out of a population of 393 students enrolled, 320 students participated in this study. After the data were collected and analyzed, the researcher determined that there was a statistically significant relationship between student’s final grade and course delivery, ethnicity, and classification. There was no statistically significant interaction on student’s final grades between course delivery and student admission status, gender, age, ethnicity, and classification. Conclusion and recommendations based on the findings in this study indicated that students attending the rural public HBCU and enrolled in business courses that offered the same courses in both face-toace and online formats performed better in face-toace courses than in the online courses.

The problem of this investigation was to identify the persuasive speaking techniques of private Black college and university presidents in their fund-raising efforts to support the educational programs of Negro colleges and universities. This study did not seek to defend nor justify the arguments for the existence nor nonexistence of these institutions. It focused on techniques of speaking whereby men attempted to alter reality by adjusting ideas to people and people to ideas. The evidence tended to support the conclusion that there is some relationship between speaking and fund-raising. The speeches probably produced some effect on the audiences. They (1) provided a voice to make the appeals for funds, (2) defended the posture of private Black colleges and universities, (3) provided a primary source of information about these institutions, (4) reinforced common beliefs, and (5) provided impetus for the like-minded to persevere.

<p>Mental health concerns of college students are important due to their developmental and life stages and adjustment challenges they must navigate in a new and difficult environment. Compared to students of other ethnicities, Black college students in the United States have historically reported poorer mental health outcomes with higher risk for depression and anxiety than their non-Black counterparts (McClain et al., 2016; Mushonga & Henneberger, 2019). The African American activism work done by Black college students has become increasingly visible and influential since the creation of the Black Lives Matter (BLM) movement and student protests aimed at improving university climates for minority students. Using Critical Race Theory (CRT) as a framework, this study investigated the roles of racial identity attitudes and sociopolitical attitudes on the relationships between race-related stress and mental health, and race-related stress and African American activism for Black college students in the U.S. The results indicated that increased race-related stress was associated with worsened mental health outcomes but increased engagement in activism, negative sociopolitical attitudes were related to poorer mental health, positive sociopolitical attitudes were related to decreased activism, and the six racial identity attitudes varied in their associations to mental health and activism based on racial centrality. The Internalization Multiculturalist Inclusive racial identity attitude was found to moderate the relationship between race-related stress and an indicator of mental health, and the Internalization Afrocentricity identity attitude strengthened the relationship between race-related stress and activism. The discussion addresses implications for future counseling psychology research and practice.</p>

Beyond the Stereotype of Black Homophobia: Exploring the Potential of Black Allies for Lesbian, Gay and Bisexual Students Strides at the federal and state levels are being made to improve the overall climate for gay rights and relationships across the country. However, despite greater acceptance, legislative victories and visibility of gay rights and relationships, homophobia is still widespread in American society (Fone, 2000; Jenkins, Lambert, & Baker, 2009; Schroeder, 2004). No matter the environment, homophobic attitudes permeate all aspects of the US culture, leading to prejudicial attitudes and inequalities that affect everyone in society. Unfortunately, some of these prejudicial attitudes lead to instituting laws that are inherently homophobic (HRC, n.d.). Trends illustrate that more people are coming out at a younger age in society, creating a larger number of `out' students on college campuses. However, the increase in `out' students has also led to an increase of prejudice and discrimination based on sexual orientation more visible on college campuses (Cannick, 2007; D'Augelli & Rose, 1990; Jenkins et al., 2009). Current research indicates Black college students are more likely than other college students to hold negative attitudes toward LGB students. The purpose of this research was to explore and describe perceptions and feelings of Black college students toward LGB students. A qualitative online survey using open and close-ended questions was sent out nationally to a number of college campuses to solicit responses. Major findings include the following: 1) participants have the potential to be allies for and hold positive perceptions of LGB identified students, 2) contact with LGB individuals affects the participants' ability to have more positive perceptions, and 3) participants are receptive to engage in conversations about LGB related issues. Implications of this study suggest collaboration among multicultural offices and other campus constituents for social and academic related programming. In addition, there is a need to provide a space for potential student allies to feel supported and engage in their own self-reflection and learning on how to create community among individuals that hold multiple social identities.

No description available.

This study was an exploration of the relationship of the resilience of nontraditional, African American, commuter undergraduates and their academic and social involvement at a historically Black university. The researcher used the Personal Resiliency Questionnaire (PRQ), and a Student Demographic Questionnaire (SDQ.) The PRQ that contained 75 items and measured seven characteristics linked to resilience. The seven characteristics were (a) ?Positive: The World,? (b) ?Positive: Yourself,? (c) ?Focused,? (d) ?Flexible: Thoughts,? (e) ?Flexible: Social,? and (e) ?Proactive.? The SDQ included ten academic involvement indicators and ten social involvement indicators. The researcher defined nontraditional students as those who had indicated three of the following characteristics: (a) was single or married with children; (b) married; (c) was a commuter student; (d) worked full-time; and (e) would have been 24 years of age or older at the time of graduation. Based on the responses provided by the students that completed the survey the researcher identified which students were classified as nontraditional. The researcher reported that using a computer or word processor to prepare reports or papers, asking an instructor for information related to a course you are taking, using a computer lab or center to improve study or academic skills, and taking detailed notes in class significantly predicted several academic involvement indicators. The researcher further indicated, living in an apartment or dormitory if the university provided on-campus housing, supporting classmates? fundraisers, and visiting the university center significantly predicted several social resiliency indicators. The results of this study contributed to the field of higher education as they informed faculty, student affairs administrators, and other university professionals about the impact of academic and social involvement on the resiliency of nontraditional, African American, commuter, students. The researcher recommended that historically Black universities provided resiliency training to faculty and staff, who work with nontraditional students. Administrators should have a clear understanding of their personal resiliency and be willing to share their resiliency stories with others. A universal understanding of resilience and a desire to support the development of resiliency in others would be the first step in creating a resiliency community.