The researchers in this study are concerned about what factors are involved in determining who actually does seek out adjunctive counseling for help in dealing with their diagnosis. In particular, personality factors of those who have cancer are examined. The more known about what motivates a patient to seek counseling, the easier it will be to develop rehabilitation and supportive programs to meet the needs of cancer patients. Hence, sanction for a research project such as this lies in the fact that the question of motivation regarding adjunctive counseling has not been dealt with specifically in the past.

The present study was designed to determine the reliability and validity of an observation code and rating scale developed by Smith (unpublished research) to measure prosocial behavior in young children.

Sixty-five college students completed the Profile of Nonverbal Sensitivity (PONS) and the Eysenck Personality Questionnaire. The results did not support the hypothesis that introverts would be found to be relatively more sensitive to negative nonverbal cues than to positive cues, and that this difference would be greater for introverts than for extroverts. The outcome did not support predictions concerning the relationship between sensitivity to nonverbal communication and extroversion- introversion based on either Gray's fear-frustration hypothesis or Eysenck's general conditionability hypothesis of extroversion-introversion.

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The purpose of this study was to examine the relationship among certain personality traits, vocational interests, and demographic factors with job satisfaction among secondary school natural science teachers. Implications for future research and educational practice were explored.;Volunteers teaching secondary school natural science classes in seven Virginia public school districts primarily in the Hampton Rhodes area were subjects for this study. Subjects completed the Myers-Briggs Type Indicator, the Vocational Preference Inventory, The Job Descriptive Index, and a biographical informational questionnaire.;It was hypothesized that (1) there would be a positive correlation between the predominant basic preference, INTJ, and job satisfaction, (2) there would be a positive correlation between congruence of the Holland code IRS and job satisfaction, (3) there would be a positive correlation between differentiation and job satisfaction, and (4) there would be a positive correlation between age, sex, years as natural science teacher, years in present position, total years in education, highest degree earned and job satisfaction.;Hypotheses 1, 2, and 3 were rejected. In hypothesis 4, years in present position and years as natural science teacher were negatively correlated with job satisfaction. Recommendations for further research and future educational practice were made.

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For many decades, the number of minority students, particularly Hispanics, dropping out from school has been noticeable to say the least (Rumberger, 1995). These students have in the past and continue in the present to struggle with the educational system, and it is certain, but not clear, that various factors contribute to Hispanics’ poor academic performance and not being able to graduate from High School (Rumbaut & Cornelius, 1995). Some of these factors are organized in three groups: School-Related; Parental-Related; and Student-Related. Thus, this study is an attempt to understand how immigrant students and parents are currently responding to the challenges of dealing with a foreign educational system. The focus is primarily on how students have to manage a sense of identity while they are trying to incorporate to their schools, and how parents are supporting their children and keeping a dialogue with the schools. It was hypothesized that students’ overall ethnic identity would correlate significantly with students’ psychological sense of school belonging. Quantitative results showed no statistical correlations between students’ ethnic identity and students’ sense of school membership. A forced entry multiple regression analysis was conducted to evaluate if any of the subscale scores on the MEIM predicted sense of school belongingness. The predictors were Affirmation and Belonging, Ethnic Identity Achievement, Ethnic Behaviors, and Other-group orientation, while the criterion variable was the total score on the PSSM. The Affirmation and Belonging subscale was the only subscale that was significantly related to psychological sense of school belongingness.

The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, in Texas, enhanced organizational and individual performance that fostered a culture of learning and equity for ELs as they supported teachers and created inclusive learning environments for students and families.

Thesis advisor: Lillie R. Albert / Those who choose to pursue international education can be viewed as cultural ambassadors, ones who can play meaningful roles in bridging the gaps that divide us if they are afforded supportive, inclusive, and identity affirming learning experiences during their formative college years. However, the cultural and linguistic knowledge and global perspectives that many of these students bring to their campuses seem to be undervalued, overlooked, or misunderstood by domestic students, instructors, and community members. Research has also indicated that many international students who study in the U.S. higher education system struggle to adjust to the academic, social, cultural, and linguistic norms upheld by their host institutions. This thematically-linked three-paper dissertation aims to address these issues by critically examining international student experiences and institutional barriers that this population faces within a specific U.S. university context from individual, classroom, and institutional levels. The first study is a longitudinal case study focusing on the multilingual identity development of three Korean international graduate students. The second study is a multiple case study analysis of faculty and administrative leaders’ beliefs and attitudes concerning support for international students and the culturally engaging nature of their campus. The final study utilizes a survey to explore the racial, linguistic, social, and cultural dynamics of a higher education institution from international student perspectives. The studies revealed that Korean graduate students experienced numerous instances of marginalization in academic and social settings because of social status and language characteristics. Critical views of faculty members and student affairs professionals showed that, for decades, international students in the study’s context have been othered academically and socially, and their linguistic and cultural identities are often ignored or underappreciated. The survey results indicated that self-reported language experiences are a predictor of marginalization, overall satisfaction, and satisfaction with interacting with domestic students, and that previous education is a predictor of perceptions of mainstream racial and immigration related ideologies. These findings from this research indicate a need to internationalize closeminded curricula and pedagogical approaches, to create structured opportunities for positive intercultural exchange and understanding, and to foster a commitment among all campus stakeholders to embrace their roles in realizing a more identity-affirming culturally engaging learning environment. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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