No description available.

This study examined the relationships between consumer demographic/VR service variables and employment outcomes/weekly earnings/level of education for 25,218 individuals ranging from 15 to 18 years old with learning disabilities from the Rehabilitation Services Administration data in 2012. To explore predictors of employment outcomes and the level of education, the participants were randomly split for cross-validation purposes into Sample 1 and Sample 2. A separate logistic regression was run for each sample, and variables (e.g. African American, job placement, college training, and occupational training) were statistically significant in predicting successful employment outcomes. In addition, service variables including African American status, college training, and occupational training were found to be statistically significantly to predict the level of education for transition-aged youth with learning disabilities. Weekly earnings for White males and females combined were statistically higher than African American males and females combined. Suggested hypotheses and implications for practice and future research are provided. / text

Purpose: Our purpose is to study how language proficiency and cross-cultural adaptation affect ethnically diverse teams in their cross-cultural communication competence. Methodology: The data was collected through six interviews of team members working in a product development project in a multinational company. The interviews were conducted in March of 2012. The data analysis followed an interpretative thematic analysis inspired by Boyatzis (1998). To analyze the data we have utilized some steps of the thematic analysis. With the analysis it was identified that ethnically diverse teams build language proficiency and cross-cultural adaptation. Findings: The findings from this research indicate that cross-cultural adaptation and language proficiency should be considered as important dimensions of cross-cultural communication competence within ethnically diverse teams. Language proficiency remains a challenge for many ethnically diverse teams and should be included in studies related to communication. Employees’ ability to adapt to the current environment and culture has an essential impact on team communication. Research limitations/implications: The research was done in a Multinational company based in Sweden within one team at Electrolux AB, therefore implications from our study may not be applicable to all ethnically diverse teams in Multinational companies globally.

This thesis which is about working with mathematics teaching has no effect/impact on performance and understanding of pupils. The study is intended to gain insight on working in mathematics education which has an impact on performance and understanding of students who are ethnically Swedish and foreign ethnic. In order to compare the ethnic Swedish and foreign students of ethnic understanding, I judged from their performance on the tests taken in year three. The qualitative approach permeated the work, both interviews and observations which were included in the survey. The qualitative study was chosen to get an understanding of how mathematics teaching is conducted in two different areas. The results of the investigation show that working in mathematics education is relevant to performance and understanding of students who are ethnically Swedish and foreign ethnic. In addition, it led to ethnically Swedish students having higher results than students who are ethnically non-resident in the comparison schools.

No description available.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

abstract: The Believe It! program developed and evaluated by Kovalski & Horan (1999) was the first interactive, multimedia, psychological-education intervention deployed on the Internet. In a controlled study, the authors reported that the ethnically diverse cartoon models were partially successful in using cognitive restructuring to promote more reasonable career beliefs among Caucasian middle-school young women. It was not clear if the program's lack of efficacy among minority young women was due to computer literacy factors affected by SES. Subsequently, three studies explored the role of matching or mismatching the ethnicity of animated agents in a graphically enhanced program with that of the young women receiving the cognitive restructuring treatment. Each of the studies used the same four outcome measures (Occupational Sex-Role Questionnaire, Believe It Measure, Career Beliefs Inventory, and the Career Myths Scale) before and after matched and mismatched participants received the Believe It! intervention. Webster (2010) analyzed data from African-American participants, Hardy (2011) Latinas, and Zhang (2013) Asian-Americans. The current study examined the matching hypothesis on a sample of ethnically isolated Caucasian young women in a rural setting. The results obtained in the three previous studies are consistent with similar research involving client and counselor dyads (e.g., Cabral & Smith, 2011). The Believe It! program had a clear impact on ethnically matched African-American young women, whereas pairings on ethnicity did not improve outcomes for either Latinas or Asian-Americans. A solitary effect on the Occupation Sex-Role Questionnaire in the current study suggests the hypothesis is worthy of further study. / Dissertation/Thesis / M.A. Counseling Psychology 2014

The study begins with a general analysis of the ethnic composition of Hamilton's population and the changes which this composition has undergone since the beginning of the present century. The major part of the study then selects the most ethnically diverse sector of · the city, namely the Barton Street region, and subjects it to a detailed examination over a forty year period, using cross-sections of the years 1921, 1941 and 1961. For each year an analysis is made of the residential distribution of individual ethnic groups there, and the number and kind of their associated services and institutions. The area is then divided into regions and sub-regions of ethnicity for each of these years. Finally the changes occurring in the areal extent and ethnic content of such regions over the period of study are discussed and some explanations offered for them. / Thesis / Master of Arts (MA)

University of Bradford through the International Development Fund / The full text will be available at the end of the embargo: 13th Oct 2024