Thesis (Ed.D.)--Boston University

No description available.

No description available.

<p> The current study examined the effects of gender, ethnicity, number of years enrolled in a current university, number of years in graduate school, number of years enrolled in a current graduate program, Conscientious Perfectionism, Self-Evaluative Perfectionism, and satisfaction with life on campus connectedness among a sample of 345 graduate students. The number of years enrolled in a current university, Self-Evaluative Perfectionism, and satisfaction with life were all significant predictors of campus connectedness. Interaction effects indicated that students with high satisfaction with life scores but low Self-Evaluative Perfectionism scores were more likely to experience greater campus connectedness and White students were more likely to experience greater campus connectedness when satisfaction with life scores were high. No significant differences in campus connectedness were found among Non-White students. Limitations, future directions, and implications for both counseling and graduate programs are discussed.</p>

published_or_final_version / Social Work / Master / Master of Social Work

This thesis has examined selected federal legislation, presidential executive orders, and regulatory agency guidelines to determine the impact the federal government and its various regulatory agencies have had upon personnel administration in higher education. The federal legislation analyzed in this study is: the Civil Rights Act of 1964, Title VII as amended; Fair Labor Standards Act of 1938 as amended; Wage and Hour Provisions, Equal Pay Act of 1963 as amended; and the Age Discrimination in Employment Act of 1967 as amended.The Presidential Executive Order analyzed is #11246, "Nondiscrimination under Federal Contracts." The regulatory agency guidelines examined are those promulgated by the Equal Employment Opportunity Commission. The guidelines are the Sex Discrimination Guidelines, Religious Discrimination Guidelines, National Origin Discrimination Guidelines, and the Testing and Selecting Employee Guidelines.The survey instrument measured participants' responses to thirty-seven questions encompassing several phases of the personnel and employment system.The compilation and analysis of the participants' responses clearly support the original hypothesis that the federal government and its various regulatory agencies have had an impact upon personnel administration in colleges and universities. The various laws, presidential executive orders, and regulatory agency guidelines have prompted a reshaping of the personnel policies and practices of institutions of higher education.

<p>The purpose of this study was to examine the relationship between the supervisory alliance and countertransference disclosure of social work trainees in direct practice. Eighty-six social work trainees in direct practice, receiving supervision in field placement, (<i>N</i> = 86; 89.5% female, 8.1% male; 73.3% White, 11.6% Hispanic\Latino; 5.8% Asian/Pacific Islander, 4.7% bi-racial; 3.5% African American/Black) completed Internet-administered self-report questionnaires assessing comfort with and likelihood of countertransference disclosure in supervision, supervisory alliance bond, and demographic items. Analyses revealed statistically significant positive correlations between the supervisory alliance and comfort with and likelihood of countertransference disclosure among trainees. These results build on past findings regarding the importance of the supervisory alliance in relation to trainee disclosure among various mental health practitioners. The results of this study have significance for clinical supervision practices in developing supervisee competencies and promoting client welfare. </p><p> <i>Keywords</i>: Supervisory Alliance, Countertransference Disclosure, Social Work, Use of Self </p>

<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students&rsquo; perceptions of TSI were assessed using two existing instruments, the <i>Experience with Faculty Scale and Student-Professor Interaction Scale.</i> Grade Point Average (GPA) was used as proxy for academic achievement. Traditional (ages 18-24) undergraduate Black male students at an Upper-Midwestern university constituted the population for the study. With a sample size of sixty (n1=30, n2=30), hypothesis testing was done using Chi-Square, the Fisher Exact test with Freeman-Halton extension, and Ordered Logistic Regression. Although the study did not show statistically significant differences in TSI as well as academic achievement between the two groups, it revealed that there was a statistically significant difference between the two groups in how often students discussed their career plans and academic ambitions with faculty. Moreover, contrary to prior literature; African immigrants in this study did not significantly outperform African Americans on self-reported GPA&mdash;casting doubt on the depiction of African immigrants as a monolithic group and a hyper successful model minority. Two incidental and yet important findings also emerged from the study. First, among students reporting having positive TSI, African immigrants were twice as likely as African Americans to describe it as very strong. Second, only one-fourth of the participants hailed from non-college-educated households. The meaning of the findings and implications for higher education are discussed. </p>

The problem for consideration in this study was an investigation of the effects of two methods of preregistration advisement of junior college freshmen. Specifically, the following questions were posed. What would be the effects on college students of an individual preregistration advisement interview with a member of the professional counseling staff as compared to a group advisement session? Would the advisement interview for students produce differences in (1) the types of majors selected, (2) probabilities of success in declared educational objectives, (3) perceptions of the environment, (4) changes of major, (5) course changes, (6) failures to complete registration, (7) withdrawals during the first eight weeks of classes, and (8) number of course deficiencies reported at mid-semester? An auxiliary consideration was the following. What would be the effects of providing information about technical-occupational programs in the form of brochures?

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xi, 133 p. : ill. Includes abstract. Includes bibliographical references (p. 101-113).