Increasing attention to higher education policies in the knowledge-based society makes important to understand the relationship between socio-economic family characteristics and educational choices. This paper considers the decision to go to college in Argentina as a family's economic decision. The goal is to investigate the impact of family income on the decision to go to a university versus the decision to go to a community college in Argentina. Using a probit model of the decision to go to college, the results of this paper show that the income of the rest of the family has a positive and statistically significant impact on the decision to go to college. A multinomial logit model (where the choices are no college, community college or university) shows that the income of the rest of the family is important in order to determine the probability to go to a community college versus the other two possibilities. Family income also has a positive impact in the decision to go to a university versus the other two choices. This model also shows that parents education is an important factor in explaining the decision to go to a university as well as to go to a community college.

abstract: Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English Language Learners) program placement. However, restrictive language policies such as Proposition 203, the four-hour English Language Development (ELD) block, and the exclusion of ELLs from Dual Language Programs (DLPs) in Arizona are not effectively preparing linguistic minority and ethnic student populations for academic achievement and competitiveness in a global economy. For the first part of the analysis, the author examined bilingual education and DLPs policies, access, and practices impacting Latina/o communities by utilizing a case study methodology framework to present the phenomenon of DLPs in a state that by law only supports English only education. The author discussed the case study research design to answer the research questions: (1) Which public k-12 schools are implementing Dual Language Programs (DLPs) in the state of AZ? (2) What are the DLPs’ characteristics? (3) Where are the schools located? (4) What are the stakeholder participants’ perceptions of DLPs and the context in which these DLPs navigate? The author also describe the context of the study, the participants, data, and the data collection process, as well as the analytical techniques she used to make sense of the data and draw findings. The findings suggest that bilingual education programs in the form of DLPs are being implemented in the state of Arizona despite the English only law of Proposition 203, English for the Children. The growing demand for DLPs is increasing the implementation of such programs, however, language minority students that are classified as ELL are excluded from being part of such programs. Moreover, the findings of the study suggest that although bilingual education is being implemented in Arizona through DLPs, language minority education policy is being negatively influenced by Interest Convergence tenets and Racist Nativist ideology in which the interest of the dominant culture are further advanced to the detriment of minority groups’ interest. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016

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Given the trends of increased teacher activism and civic engagement, and the implications of this shift for teachers and schools in general, we need a better understanding of how teacher activism connects to teachers’ views on professionalism. The purpose of this study, then, is to better understand the current growth of politically engaged, activist teachers and the connections they draw between their activism and their role as educators. This study addresses an identified gap in the education reform scholarship around the relationship between teacher activism and teacher professionalism. Education research has looked at teacher activism and a number of different interconnected issues, such as identity (Picower, 2012); unionism (Weiner, 2013); leadership (Little, 2003); and online social networking (Baker-Doyle, 2017), but very few studies have explored teacher activism as it connects to professionalism. Yet without this research, we are left with an insufficient understanding of both what it means to be a teacher in the 21st century U.S. and the ways in which teachers themselves can be agents of social and educational change. Drawing on semi-structured interviews, twelve-months of observations and document analysis this qualitative study explores the experiences of twenty-five teacher activists. / Urban Education

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本研究從女性主義理論角度出發，主要研究目的在探討現今國中教師在教學互動過程裡，是否展現出性別角色刻板化態度？他們的態度否因其人口特質（如：性別、年齡、省籍、婚姻狀況）、師資培育訓練歷程、教學及行政經驗的不同而產生差異？上述的因素是如何影響教師的兩性平等教育意識（包括教學平權態度、教學性別區隔、女性主義理念）？ 本研究係採用研究者自行編製的問卷作為研究工具，研究範圍則限台北市及台北縣國民中學，從研究者個人網絡選擇受訪者，再由受訪者代替研究者於授課學校進行隨機抽樣調查，總計有效樣本為401份。樣本資料經檢核登錄後，研究者以SAS統計分析軟體進行資料分析。 研究結果及主要發現如下： 一、男老師仍然掌控學校行政事權，女老師不僅較少參與行政工作，也因為傳統性別角色的影響（包括：母職及傳統女性角色的壓抑），她們的行政意願普遍低落。 二、教師的教學態度仍深為性別刻板角色所左右，包括教師仍強調複製兩性特質的教育功能及女性的母職角色。 三、教師仍容易以〝性別〞作為評估與詮釋學生行為的必然標準，．此外〝性別〞也是教師在控制學生及教室管理的重要方式；男教師的教學態度明額較不平權。 四、多數教師贊成教育機會平等，但對於〝女性主義教育理念〞（給予女性更多的教育資源以扭轉其弱勢地位）接受度低。 五、教師對於教職〝性別形象〞（女性化）的重視大過於〝專業能力〞；女教師的教職女性化刻板觀念較深。 六、性別社會化是影響教師〝性別角色刻板化〞及〝兩性教育平等意識〞的主因，女教師對於傳統性別角色的反省與兩性平權教育的思考均比男老師積極。 七、中壯年（40歲以上）教師不僅有明顯的性別偏見，他們對兩性教育的態度也較不平權；自然學科的教師也較贊同〝教育性別區隔〞，這表示他們在判斷學生的學習成就及傾向時，會有〝性別〞的預設立場；教學年數愈長的老師其性別角色的刻板化程度也愈高，他們也較贊同教育應有性別區隔。顯示教育的〝量〞（學習多久）對於個人性別平等意識的影響不如〝質〞（學習內容）來的重要。