The primary question addressed was, "What effect does educational attainment and acquired knowledge of ageing have on negative ageism?" Subsidiary questions are, "What effect does; age, sex, and positive/negative experiences with aged individuals, have on ageism?"

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The purpose of this study was to assess rape attitudes and empathy levels of students at a university in North Texas. The Attitudes Toward Rape questionnaire and the Rape Empathy Scale were administered to 387 undergraduate students. Dependent variables were attitudes and empathy and independent variables were prior knowledge or experience as a rape victim, having female siblings, gender, marital status, and age. Significance was found between rape-intolerant attitudes and both prior experience as a victim (p < .001), and gender (p < .001). Significance was also found between empathy and experience as a rape victim (p < .035) and gender (p < .032).

This study compared the sexual knowledge and sexual attitudes of college students. Utilizing the Sex Knowledge Inventory - Form Y and the Valois Sexual Attitudes Questionnaire, data was gathered from 203 students. Analysis of the data concluded no significant differences between the sexual knowledge of or the sexual attitudes of male and female subjects. A significant difference, at .01, was found between the attitudes of subjects scoring either low or high in sexual knowledge. Individuals with lower knowledge expressed less accepting sexual attitudes, while those with higher knowledge expressed more accepting sexual attitudes. Lastly, the correlation of sexual knowledge with attitude indicated a positive association to exist between high sexual knowledge and various' sexual topics.

The problem of this thesis is to show the relationship between liberalism, radicalism, conservatism and certain associated factors.

The purpose of the study was to determine the direct influences of selected environmental, academic, and background factors as well as academic outcomes and expression of intent to leave on persistence or non-persistence of nontraditional students at a comprehensive community college in the Dallas County Community College District. The study applied a conceptual model of nontraditional undergraduate student attrition. Data for this study were collected during the Fall, 1987 semester from 312 first-year nontraditional students using the two-year institution questionnaires from the National Center for Higher Education Management Systems. In addition, follow-up surveys were administered to the 97 students who did not re—enroll for the Spring, 1988 semester. The data were analyzed using discriminant function, chi square, and product-moment correlation. For these nontraditional students, educational goal commitment, cumulative grade point average (GPA) and expression of intent to leave at the end of the semester had significant direct influence on persistence or non-persistence decisions. In contrast, environmental factors such as finances, employment status, and family responsibilities, and background factors such as high school academic performance, enrollment status and parents' education level did not directly influence dropout decisions. Nontraditional students reported receiving moderate to high levels of encouragement to remain in college from outside sources, especially employers. In spite of this encouragement, a frequent reason given for leaving college was the inability to cope with working and going to school at the same time. The results generally confirmed that the conceptual model used in this study provided a valid framework for research on nontraditional student attrition. Accurate prediction of persistence or non-persistence of nontraditional students in a community college appears quite difficult due to the heterogeneity of this student population and their diverse educational goals.

The purposes of this study were to identify the factors influencing industrial-technical students in the choice of major area of study, to determine if certain areas were more influential when these students elected a major, and to provide information for industrial arts teacher-preparation programs that would aid in determining the reasons for the current industrial arts teacher shortage. From the study of factors influencing the student's choice of major, one may conclude that there is a definite need in the state of Texas for students to major in industrial arts education. One may also conclude that at the high school level, the industrial arts class and the industrial arts teacher have positive influences on the student when the student selects a college or university major. Perhaps the most significant conclusion is that the existence of an industrial arts teacher shortage is, in part, due to the fact that teaching salaries are not competitive with salaries offered by industry.

This study assesses the attitudes of resident college students and staffs toward the concept in loco parents as it pertains to residence hall administration. It also describes relationships between attitudes toward in loco parentis combinations of four demographic variables: university, status (staff or resident) academic level, and sex. The chi-square analysis indicated thirty-one significant relationships between attitudes toward the eleven residence hall situations and the four demographic variables. Major findings indicated that: (a) resident students and staffs were ambiguous toward in loco parents; (b) resident students and staffs were for or against in loco parents depending upon the situation (eleven situations are discussed); (c) attitudes of resident students and staffs were similar in most situations; and (d) the majority of resident students and staff members felt positively toward an objective description of in loco parentis, but this attitude did not prevail when the concept was manifested in university staff behavior in typical residence hall situations.

Framed within a context of social justice, this ethnographic study queried seven Mexican American students who pursued teacher certification at a historically Black university (HBCU) in Central Texas. By examining the Mexican American students' perceptions, this study opens conversations to challenge the limited information known about Latino/as attending HBCUs and the programs that prepare preservice teachers of Color. Mexican American students and the HBCU both exist at a crossroads, an intersection of border spaces of race, class, ethnicity, gender, and ability. While border crossers defines the uniqueness of these Mexican American teacher candidates who live in contradictory realities, borderlands defines the HBCU as a site of resistance in the margins of higher education. A Black-White binary, therefore, not only is flawed but also obscures struggles common among Latinos, African Americans, and Others for an equitable education. Through interviews and small group sessions, the teacher candidates shared a high regard for educational achievement, work ethics, and teaching. From the coded data, their stories were analyzed through the lens of critical race theory, borderlands consciousness, and critical pedagogy. Although commonalities exist, each analytical perspective brought to the forefront variant aspects of race, class, gender, and abilities. Linked to these analytical frameworks was the notion of three selves: enduring, situated, and endangered, which helped to illuminate the nature of change and transformation. In tandem with the analyses were member and colleagues checks that helped to provide deeper interrogation and clarity. Findings reveal how race and class shape the teacher candidates' identities as well as the character of the university. Although the Mexican American preservice teachers bring rich cultural legacies and cross-cultural perspectives, their needs and interests are under-addressed by the institution. Yet for them, it was class disparities more than racial injustices that perpetuated problems inside and outside the HBCU. Nonetheless, these teacher candidates believe the validating experiences and cultural network, which they acquired at this HBCU, will support their teaching effectiveness in public schools. The strengths and findings of this study are therefore crucial to rethinking policies and practices as related to teacher education programs and HBCUs, and their impact on communities of Color. / text