This study was designed to investigate the mathematical identity and achievement of one cohort of underrepresented male youth who participated in a pilot school intervention program in an urban middle school. Using counternarratives and a case study method, the experiences of four traditionally underserved high school students were investigated to explore their emerging mathematical identities. Results revealed the intervention program had very limited effect on the participants' mathematical identity. As engagement is prerequisite to student achievement, this study sought to understand what environmental factors (family, peers, teachers, self) affect student engagement and their developing mathematical identities. To explore the environmental factors, the Research Assessment Package for Schools (Institute for Research Reform in Education, 1998) was used to establish levels of engagement among family, peers, teachers, and self. Results indicated among the four environmental factors, family was most influential in their mathematical identity. Peers ranked second in terms of influence, self-engagement ranked third and teacher engagement ranked in the fourth position. To understand the impacts of race and culture on mathematical identity, the Multidimensional Inventory of Black Identity was administered to explore levels of race (cultural) centrality, and regard (public and private) as well as explore their identities as being members of their respective groups. A cross case analysis was conducted on the four participants to determine the impacts of race (cultural) centrality and regard (public and private) on their mathematical identity. Results revealed each member had a high race (cultural) centrality score and a high private regard score and a moderate public iii regard score. Participants were aware of stereotype and stereotype threat; however, it did not appear to affect mathematical identity. This model integrates racial and/or cultural identity and the engagement of family, peers, teachers and self to better understand the conditions that contribute to the mathematical identity of traditionally underserved young men. / Math & Science Education

Throughout her writing career, the Taiwan intellectual Lung Ying-tai (1952– ) has elaborated a distinct vision of how her country could realize the civic foundations of a democratic society. This ambition began with “Wild Fire,” an editorial column that ran in the Taiwan newspaper The China Times from 1984 to 1986, which was later compiled into a 1986 book, Wild Fire Collection. At this time, Taiwan’s political structure had just begun a process of liberalization. Under increasing international and domestic pressure, the ruling Kuomintang (KMT) party eased its authoritarian control over the island. Lung took advantage of this unique moment, and, during Taiwan’s radical political reorganization, helped lay the foundations for a civil society based on democratic values. Lung’s vision of Taiwan’s burgeoning civil society centered on a strong democracy rooted in individual empowerment; an educated citizenry; and a native identity tied to the island. As Taiwan has continued its process of liberalization through the 1990s and into the 21st century, Lung has remained an outspoken voice in Taiwan’s political and cultural development. This thesis traces the themes that Lung first introduced in Wild Fire Collection through two later essay collections, Thinking Back on the Last Hundred Years (1999) and When Facing the Sea (2003). The issues that Lung discussed in “Wild Fire” have only become more relevant as Taiwan’s society puts into practice the democratic values that Lung called for in the mid-1980s. Meanwhile, globalization and China’s rise have brought the debate over Taiwan’s cultural identity to the fore.

Inner-city neighborhoods are being recognized for their potential to contribute visually, economically, and culturally to the urban core. Efforts to revitalize these neighborhoods will need to address the economic, cultural, and social structure of the neighborhood. Resident groups, in particular long-time and newer residents, will likely be affected by the cultural changes that inevitably accompany revitalization. This project explores the processes of community life and place attachment, and their role in fostering healthy communities. Residents, depending on their length of time in the neighborhood, will be at different stages of these processes. Design and planning may support community life and place attachment by understanding this continuum and providing for the processes that engender them. This project began with a review of literature on the subject of inner-city neighborhoods, gentrification, community life, and place attachment. From this literature design and planning criteria were extracted. These criteria were then applied to the Belmont-Fallon neighborhood in Roanoke, Virginia, and were evaluated based on the conditions of the neighborhood and levels of attachment of long-time and newer residents. Design implications were developed that may support the process of place attachment within this community. These implications were then illustrated and tested through design. / Master of Landscape Architecture

The present study addresses three objectives: 1) to explore the experiences of lesbian, gay, bisexual, and queer (LGBQ) persons who are coming in the United States as students and coming out about their sexual orientation, 2) to explore the cultural narratives that emerge in their disclosure process, and 3) to generate ways to support LGBQ international students. Research on the disclosure process for LGBQ persons have been comprised largely of white, middle-class individuals and families. This narrative inquiry broadens our understanding of how LGBQ persons from different cultures define and experience the coming-out process, particularly in the context of moving to a different country. Twelve LGBQ international students shared their coming in, coming out stories through interviews, journals, a timeline, online forum, and picture. Narrative analysis of their stories consisted of three methods: thematic, structural, and dialogic. These findings provide directions for future research, clinical practitioners, educators, and student affairs personnel working with international students. / Ph. D.

[pt] Esta pesquisa tem como objetivo propor recomendações para o ensino do design no Amazonas a partir do conceito de identidade cultural. Utilizando-se de uma abordagem qualitativa, através da pesquisa bibliográfica e da técnica do grupo focal, a investigação teve como fios condutores duas vertentes discursivas: uma teórica e outra empírica. Na vertente teórica estão as discussões sobre as categorias da racionalidade moderna e da modernização e suas implicações para a compreensão da identidade cultural, no âmbito do ensino do design no Amazonas. No que respeita à empiria e a partir da realização dos grupos focais, encontram-se os registros dos conceitos sobre identidade cultural, lidos sob uma perspectiva crítica que advém da ideia de emancipação social. Os dados obtidos forneceram subsídios para a indicação de princípios pedagógicos, metodológicos e epistemológicos, a serem observados, no contexto do ensino do design no Amazonas, com vistas à consecução de processos de ensino contextualizados e assentes nas especificidades socioculturais desta porção do Brasil. / [en] This research has as objective to propose recommendations for design education in Amazonas, parting from the concept of cultural identity. By using a qualitative approach, through bibliographic research and the focal group technique, the investigation had for guidelines two discursive strands: one theoretical an the other empiric. In the theoretical strand there are discussions about categories of modern rationality as well as modernization and their implications for comprehending cultural identity, in the scope of design education in Amazonas. About the empirical aspect and parting from the focal groups accomplished, registries of concepts about cultural identity are found, and then read under a critical perspective which comes from the idea of social emancipation. The data obtained provided subsidies for indicating educational, methodological and epistemological principles to be observed in the context of design education in Amazonas, aiming at the attainment of contextualized educational processes, such processes also being based in the sociocultural specificities of this portion of Brazil.

Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.

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<p>This study aims to describe the conditions, of which some youths who live in a segregated area in Sweden, see as important for their development of an identity. The study have been conducted in a manner where we put the youths own words in focus. The youths are in charge of deciding what they regard as important for their own development of their own identity. In this study we assume certain contexts, of which we base the study. These contexts include the society, the urban districts, the school, the family, and the language. A central concept in this study’s technical framework is symbolic interaction, and ethnology. The data in this study comes from group discussions with students in a school in an urban district which has been, and is segregated. Theoretical concepts and the youths own concepts serve as tools in this study. The participants in this study describe them self as not being a part of the Swedish society. They are different. Even though almost everyone of the participants in this study are born in Sweden, none of them feel that they are Swedish. Their sense of feeling secure is connected to the urban district of which they live in, school, and family. The youths describes the possibility of social networking as an important part of being secure. They describe the Swedish society as being hostile towards them as a group. They experience that the Swedes defends Sweden against them. They feel that their language is different from the regular Swedish. The participants see both a positive and a negative side of their language. They feel that the Swedes does not accept their Swedish. At the same time they feel proud of their language. They mention it as being alive. Even though they experience the difficulties in the Swedish society, they feel hopeful about their future. They see themselves in a positive way. They have an positive view of their identity.</p>

La présente thèse traite de la détection du rapport du discours des textes contenus dans les manuels scolaires de langue avec le type de citoyen que l’Etat souhaite former et de l’image du soi national qui est tracée dans ceux-ci. L’éducation, en tant qu’institution suprême de l’Etat natoinal par le manuel scolaire transmet aux sujets sociaux le récit de la nation de sorte de parvenir efficacement à la diffusion des valeurs nationales, des modèles nationaux et à la constitution d’une identité nationale commune. Etant donnée l’interaction entre texte et lecteur dans le processus éducatif, notre problématique focalise sur ce que reflète le discours de l’anthologie des manuels scolaires de langue, ce qui est incrusté en tant qu’idéologie nationale dans la conscience des élèves et quel type d’identité les groupes qui exercent le pouvoir désirent que les élèves forment au terme de leur scolarité au primaire. Donc cette étude part du double constat que l’exploration et l’analyse du contenu idéologique des manuels est révélatrice car ceux-ci contiennent l’ensemble des valeurs et des principes que le système éducatif désire transmettre en vue de former les caractéristiques du citoyen souhaitable mais aussi le rêve que chaque société prévoit pour elle-même. Par l’analyse du contenu des textes des manuels scolaires (des périodes 1983-2005 et 2006-2012) nous entreprenons l’exploration des messages, des attitudes, des valeurs et de l’image du soi national qui est tracée dans ceux-ci. Tout ce qui est mentionné ci-dessus contribue à la formation de l’identité nationale, à la construction du soi national et à l’incrustation de traits politiques et culturels des sujets sociaux. Dans les trouvailles de la recherche sont révélés et interprétés le présent de la Grèce moderne, le passé antique idéalisé et la tradition et la culture grecques «idolisées». En outre à la fin de chaque catégorie d’analyse nous entreprenons la présentation de l’image qui résulte de chaque catégorie, ce qui a d’ailleurs conduit à la validation des conclusions de notre projet de recherche. / The present dissertation is concerned with tracing the relationship between the discourse of the texts which are included in the school handbook for language, and the type of citizen that the national state wants to shape, and with the picture of the national self which is depicted in those texts. Education, as the supreme institution of the national state, transmits to the social objects, through the school handbook, the nation’s narrative, so as to achieve the more effective diffusion of national values and standards, and the formation of a national identity. Since the interaction between text and reader in the educational process is a given fact, our question focuses on what the discourse of the school handbooks for language reflects, what is engraved as national ideology on the conscience of the pupils, and what kind of identity the groups wielding power want the pupils to have acquired by the end of their time in primary school. Consequently, this study starts from the two-fold discovery that the investigation and analysis of the ideological content of the reading matter is revealing because it contains the sum of the values and principles which the educational system wants to transmit, in order to shape the characteristics of the citizen it wants, and also the vision every society specifies for itself. Through the content analysis of the texts in the school handbooks (for the time periods 1983-2005 and 2006-2012) an investigation is attempted, of the messages, the attitudes, the values and the picture of national self which is depicted in the texts, and which contribute to the shaping of the national identity, the formation of the national self and the engraving of the political and cultural characteristics of the national subjects. In the research findings, the modern greek present emerges and is interpreted, as is the idealized ancient greek past and the idolized greek tradition and culture. In addition at the end of each analysis category, a portrayal of the picture which emerges from each category is attempted, a fact which moreover leads us to the validation of the conclusions of our research work.Key words

This disertation deals with the question of the common Bosnian identity in post-Yugoslavian fiction. It first sets up basic theoretical principles: the phenomenon of national literature and literature identity - only to prove later, on several examples of pre-Yugoslavian and Yugoslavian fiction, that such identity did exist. Finally, the work analyses several quotes of both Yugoslavian and exile authors and seeks, leaning on the theory of the myth falling apart, to establish the answer to the above question. Powered by TCPDF (www.tcpdf.org)