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Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / U.S. women have obtained advanced science and engineering degrees with increasing frequency, yet have not achieved promotions at rates comparable to men's. Men may advance more expeditiously than women due to more supportive professional networks, which can improve access to information and opportunities. Few studies have examined social networks in the context of advanced graduate programs, yet graduate programs are where many scientists develop important relationships helpful in advancing careers. This study addressed the extent to which graduate students' networks (primary advisors, mentors, peers, and family) are associated with academic indicators (i.e., grade-point average, academic progress, student satisfaction, and career commitment); the extent to which these network and academic variables vary by gender; the extent to which network characteristics mediate associations between gender and academic variables; and the extent to which gender match or mismatch of the student and primary advisor is associated with network characteristics and academic variables. Two hundred and thirty-nine doctoral students (58% women, 42% male; mean age 28 years; 29% non-Caucasian) from 18 science and engineering departments at a large research university completed a brief internet survey about their network relationships and academic indicators. Graduate women reported significantly less satisfaction and more negative perceptions of academic progress than did graduate men. Female students with female primary advisors were significantly less satisfied with their graduate experience than were students in other gender pairings. Male students were more likely than female students to have primary advisors who had significant funding, directed a graduate program, and directed a research center. Male students also reported greater satisfaction overall with their mentors. Female students reported larger mentor networks and more emotional support resources received from mentors and peers. Gender differences in overall student satisfaction were partially explained by male students feeling significantly more overall satisfaction with their mentors and a sense of apprenticeship with their advisors as compared to female students. These findings illuminate some important differences between male and female student networks, especially in advising and mentoring relationships, which may be contributing to dissatisfaction and the perception of less academic progress among female students. / 2031-01-01

Graduate student persistence rarely has been studied, yet it is a very important issue for many higher education constituents—including senior administrators, academic deans, faculty members, students, and families. In light of an alarming statistic that approximately 50% of all graduate students fail to complete their degree, there have been few studies to examine this phenomenon and no new models to explain the relationship between factors that influence graduate student persistence. This dissertation examined persistence by graduate students to degree using data from the National Center for Education Statistics' Baccalaureate and Beyond (B&B:93/97) Longitudinal Survey. First, I proposed a logical model of graduate student persistence using economic, academic, and non-academic variables. Then, I tested the model's ability to predict graduate student persistence to degree. Analyses were conducted to answer the following questions: 1. Does more than money matter in predicting graduate student persistence? 2. To what extent do economic, academic and non-academic factors included in the integrated model predict graduate student persistence? a) Does this differ by graduate student status (e.g., master's and doctoral)? If so, how? 3. Using the integrated model, does the likelihood of persisting in graduate school vary by race/ethnicity? If so, how? a) How do student aid and undergraduate debt influence the observed racial/ethnic group differences in persistence? The results of this study suggest that more than money matters when predicting graduate student persistence. The integrate model of graduate student persistence, developed for this study, is statistically significantly better at predicting graduate student persistence than a model that only includes economic factors. The integrated model tested to be most fit for predicting persistence among doctoral students. And, finally, using the model, the likelihood of persisting in graduate school varies by race/ethnicity. Student aid tends to improve one's chances of persisting in graduate school while undergraduate debt is associated with failing to persist in graduate school. / Ph. D.

The number of international graduate students coming to the U.S. to attend American colleges and universities is growing. In 2010 alone, over 20,000 Middle Eastern Graduate students (MEGS) were studying in U.S. universities (Bhandari & Chow, 2010). The purpose of this phenomenological study was to gain an understanding of how MEGS experienced the transition from their home to the host culture and recommend how to help them with it. The conceptual framework used in this study was a comprehensive transition model incorporating Schlossberg et al.'s 4S Transition Model (1995) with the main ideas from Chickering's Vectors of Adult Development (1969), Furnham and Bochner's Social Skills and Culture Learning Model (1986), Tinto's Theory of Doctoral Persistence (1987), and Taylor's Cultural Learning Model (1994). The following questions guided the research: 1. How do Middle Eastern graduate students describe the academic and social environment in which they find themselves? (situation) 2. How do Middle Eastern graduate students experience the academic and social transition to graduate school in the U.S.? (self) 3. How do Middle Eastern graduate students describe adapting to graduate school in the U.S.? (strategy and support) Answering these questions was accomplished through Seidman's (2006) three in-depth interview approach. The sample consisted of eight MEGS who were enrolled in a U.S. university. The study's findings showed how MEGS described their environments by focusing on the differences, challenges, role changes, and what caused them stress. Specifically, (a) male participants in this study were not educated in a co-ed education system; (b) most participants had been living with their families until moving to the host country; and (c) they were not aware of the importance of social support systems and the social environment. MEGS also experienced feeling proud, overwhelmed, conflicted, homesick, lonely, and finally, changed as a result of this transition. Finally, they described adapting to graduate school by using strategies such as (a) consulting others when faced with challenges, (b) observing then acting when they could not consult; (c) being self-reliant when faced with academic challenges; (d) getting involved socially to experience the host culture; and (e) receiving different support from others. / Ph. D.

This study concerns the difficulties encountered by Nigerian students in pursuing graduate degrees in the North Texas area of the United States. The purposes of this study were: (a) to determine the extent to which the perceived difficulties are a result of financial difficulties, (b) to determine the extent to which language is perceived as an inhibiting factor during their period of study, (c) to determine the extent to which family problems contributed to the difficulties, (d) to determine the extent to which normal pressures in graduate school contributed to the difficulties, (e) to determine the extent to which time management contributed to the difficulties, (f) to determine the extent to which changes of schools/colleges within the United States contributed to the difficulties, (g) to determine the extent to which lack of advisement contributed to the difficulties, (h) to determine the extent to which health problems contributed to the difficulties, and (i) to determine the extent to which employment contributed to the difficulties.

Many higher education institutions in Canada are enrolling international graduate students as part of their internationalization strategy. However, once international graduate students arrive at their host institution, they often experience tensions in the classroom. There is a lack of critical examination concerning how these students are treated once they are admitted (Lee, 2007b). Much of the existing research frames international students as having to acclimate to their institution rather than examining the institutional structures in place to support these students. There is a paucity of studies that explores the relationship between international graduate students, university administrators, and policymakers in the context of internationalization. This qualitative study sought to extend the research on internationalization and the academic experiences of international students in Canada by examining: (1) The classroom experiences of international graduate students at a higher education institution in relation to internationalization; (2) University administrators’ understandings of international graduate students’ classroom experiences in relation to internationalization; (3) Existing university policies and initiatives that address the classroom experiences of international graduate students in relation to internationalization; and (4) The relationship between university policies, administrators’ understandings of international graduate students’ classroom experiences, and international graduate students’ actual experiences in relation to internationalization. This study used a grounded theory approach. An expanded critical race theory lens was used to illuminate students’ experiences. Overall, a disjunction was found between the policies and reports, university administrators’ understanding of international graduate students’ experiences in the classroom and international graduate students’ actual experiences. Four key findings emerged from the interview data and document analysis, which were reflected across the data sets: (1) Lack of inclusive practices within the classroom environment; (2) Absence of international perspectives and content within the curriculum and pedagogy; (3) Language and accent discrimination; and (4) Lack of initiatives to create a welcoming and inclusive campus climate. This study will add to the literature on international graduate students and extend existing theories on this population. It will also expand future research on organizational factors that influence international graduate students’ academic experiences. / Thesis (Ph.D, Education) -- Queen's University, 2013-07-24 14:42:45.681

The problem was to compare the effectiveness of an integrated didactic and experiential approach in the training of graduate counseling practicum students with that of the traditional approach in counseling practicum training.

Thesis advisor: Eve Spangler / Thesis advisor: Clifton Shawn Mcguffey / The research explores the influence of US culture on Pakistani graduate students studying in the US. I investigate how the students navigate through the different elements of US culture, while adhering to their pre-existing ideals of the home culture. I examine the role of gender and inter-generational differences of the students, in the process of interaction with the host culture. I use qualitative methods and conducted twenty-eight life history interviews across the students from both F1 and J1 visa categories, while maintaining the gender ratio. The duration of their stay spans over a period of 5 months to 5 years. I argue that the students adopt a keepers and explorers approach while navigating the different cultural elements of the host culture. The explorer approach is further facilitated by a select and drop mechanism, developed by the students, as they navigate the different elements of US culture, while using the value system of the home society. / Thesis (MA) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

近年來，全球經濟動盪的衝擊與中國社會的急速變遷，為大學生職業生涯發展帶來了種種挑戰。其中，“生涯決策困難與“低水平職業承諾為兩大凸顯的就業問題，使得“生涯應變力素質的培養成為迫切課題；但相關本土化研究卻極為匱乏。本研究基於生涯發展理論（Super, 1957, 1969, 1980, 1984, 1990），旨在探索“父母期望與“孝道觀念，作為華人核心的家庭文化價值，如何影響大學生在應變力、決策困難及職業承諾方面的發展。來自上海18所高校的877名大學生（平均年齡21歲，男生占38.9%，女生占61.1%）填寫了《符合父母期望量表, LPEI》《與生涯有關的孝道觀念量表, C-FPS》《生涯應變力量表, CAAI》《情緒-人格生涯決策困難量表, EPCD》與《職業選擇承諾量表, CCCS》。研究結果顯示，父母期望與孝道觀念通過生涯應變能力影響決策困難及承諾形成的結構模型得到了很好的實證支持。另外，父母期望與孝道對職業生涯均有雙向作用，一方面會促進生涯應變力的發展，而另一方面也可能增加生涯決策過程中的困難體驗、導致低水平的職業承諾與趨於封閉的職業選擇。同時，孝道觀念在父母期望與職業發展之間表現出顯著的中介效應。最後，對本研究在華人生涯發展方面的理論及實踐意義進行了闡述，并對未來研究方向作出了展望（499字）。 / In recent years, the vagaries of global economy and rapid social transformation bring great challenges to university students. Graduates’ difficulty in employment has becoming one of the hottest issues in China. The difficulty of career decision-making and low level of career commitment emerging as two urgent employment problems, call for attention on the development of career adaptability. However, little research has identified key culture-related factors influencing such problems. Based on career developmental theory (Super, 1957, 1969, 1980, 1984, 1990), this study aimed to investigate how parental expectation and filial piety, the core familial values of Asian culture, have impact on university students’ career adaptability, career decision-making difficulties and career choice commitment. Participants included 877 undergraduates from 18 universities and colleges in Shanghai (age{U+2090}{U+0076}{U+0065}{U+0072}{U+0061}{U+0067}{U+0065} = 21, N{U+006d}{U+0061}{U+006c}{U+0065} = 341, N{U+0066}{U+0065}{U+006d}{U+0061}{U+0069}{U+0065} = 536). They completed Living-up to Parental Expectation Inventory, Career-related Filial Piety Scale, Career Adapt-Ability Inventory, Emotional and Personality-related Career decision-making Difficulties, and Commitment to Career Choice Scale. The data empirically supported hypothesized model that perceived parental expectation and filial piety influence career decision-making difficulty and career commitment through career adaptability very well. The results also revealed double-effect of perceived parental expectation and filial piety, as well as the significant mediating effect of the latter on career development. The theoretical and practical implication of Chinese career guidance was discussed. / Detailed summary in vernacular field only. / 李希希. / "2013年05月". / "2013 nian 5 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 175-199). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Li Xixi. / Chapter 第一章 --- 研究概述 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 當前中國大學生職業生涯發展的本土境遇與挑戰 --- p.1 / Chapter 1.1.2 --- 求學-工作轉折期的特殊發展任務 --- p.4 / Chapter 1.1.3 --- 華人家庭情境因素對職業生涯發展的影響 --- p.5 / Chapter 1.2 --- 研究目的與研究問題 --- p.7 / Chapter 1.3 --- 研究的重要性 --- p.7 / Chapter 1.3.1 --- 理論方面 --- p.7 / Chapter 1.3.2 --- 實踐方面 --- p.9 / Chapter 第二章 --- 文獻回顧 --- p.10 / Chapter 2.1 --- 關于大學生職業生涯發展的文獻回顧 --- p.10 / Chapter 2.1.1 --- 關于生涯應變力的文獻回顧 --- p.10 / Chapter 2.1.1.1 --- 生涯應變力的概念內涵及其理論背景 --- p.10 / Chapter 2.1.1.2 --- 關于生涯應變力的實證研究 --- p.23 / Chapter 2.1.1.3 --- 關于生涯應變力文獻回顧的小結 --- p.27 / Chapter 2.1.2 --- 關于生涯决策困難的文獻綜述 --- p.28 / Chapter 2.1.2.1 --- 生涯决策困難的概念化 --- p.29 / Chapter 2.1.2.2 --- 關于生涯决策困難的相關實證研究 --- p.32 / Chapter 2.1.2.3 --- 關于生涯决策困難文獻回顧的小結 --- p.32 / Chapter 2.1.3 --- 關於職業承諾的文獻綜述 --- p.33 / Chapter 2.1.3.1 --- 職業承諾的概念界定與二維度模型 --- p.34 / Chapter 2.1.3.2 --- 關于職業承諾的實證研究 --- p.37 / Chapter 2.1.3.3 --- 關于職業承諾文獻綜述的小結 --- p.40 / Chapter 2.2 --- 關于家庭情境因素影響大學生職業生涯發展的文獻綜述 --- p.42 / Chapter 2.2.1 --- 依戀關係對職業生涯發展的影響 --- p.42 / Chapter 2.2.1.1 --- 依戀關係對生涯選擇的影響 --- p.43 / Chapter 2.2.1.2 --- 依戀關係對生涯探索的影響 --- p.44 / Chapter 2.2.1.3 --- 依戀關係對生涯追求與生涯决策的影響 --- p.45 / Chapter 2.2.1.4 --- 關于依戀關係的小結 --- p.47 / Chapter 2.2.2 --- 父母支持對職業生涯發展的影響 --- p.48 / Chapter 2.2.2.1 --- 父母支持對職業效能感的影響 --- p.48 / Chapter 2.2.2.2 --- 父母支持對生涯抱負的影響 --- p.49 / Chapter 2.2.2.3 --- 父母支持對生涯探索與决策困難的影響 --- p.49 / Chapter 2.2.2.4 --- 關于父母支持的小結 --- p.50 / Chapter 2.2.3 --- 父母期望對職業生涯發展的影響 --- p.52 / Chapter 2.2.3.1 --- 父母期望對教育抱負與生涯抱負的影響 --- p.52 / Chapter 2.2.3.2 --- 父母期望對生涯選擇與生涯决策的影響 --- p.55 / Chapter 2.2.3.3 --- 父母期望對生涯成就的影響 --- p.59 / Chapter 2.2.3.4 --- 關于父母期望的小結 --- p.61 / Chapter 2.2.4 --- 孝道觀念對職業生涯發展的影響 --- p.62 / Chapter 2.2.4.1 --- 孝道觀念的概念化發展 --- p.62 / Chapter 2.2.4.2 --- 關于孝道觀念的實證研究 --- p.65 / Chapter 2.2.4.3 --- 關于孝道觀念文獻回顧的小結 --- p.68 / Chapter 2.2.5 --- 集體主義衝突對職業生涯發展的影響 --- p.69 / Chapter 2.2.5.1 --- 集體主義衝突的概念化與中西文化價值的存 --- p.69 / Chapter 2.2.5.2 --- 家庭情境中的集體主義衝突:孝道對父母期望的矛盾回應 --- p.70 / Chapter 2.2.5.3 --- 關于集體主義衝突的小結 --- p.72 / Chapter 第三章 --- 研究問題與研究假設 --- p.74 / Chapter 第四章 --- 測量工具的信效度檢驗 --- p.79 / Chapter 4.1 --- 信效度檢驗樣本 --- p.79 / Chapter 4.2 --- 研究程序與數據分析 --- p.80 / Chapter 4.3 --- 信效度檢驗方法及標準界定 --- p.80 / Chapter 4.3.1 --- 信度分析 --- p.80 / Chapter 4.3.2 --- 因素效度分析及等同性檢驗 --- p.81 / Chapter 4.4 --- 測量工具的信效度檢驗及修訂 --- p.82 / Chapter 4.4.1 --- 對生涯應變力量表的信效度檢驗及修訂 --- p.82 / Chapter 4.4.1.1 --- 量表簡介 --- p.82 / Chapter 4.4.1.2 --- 信度檢驗 --- p.83 / Chapter 4.4.1.3 --- 效度檢驗 --- p.83 / Chapter 4.4.2 --- 對生涯决策困難量表的信效度檢驗及修訂 --- p.85 / Chapter 4.4.2.1 --- 量表簡介 --- p.85 / Chapter 4.4.2.2 --- 信度檢驗 --- p.89 / Chapter 4.4.2.3 --- 效度檢驗 --- p.91 / Chapter 4.4.3 --- 對職業選擇承諾量表的信效度檢驗及修訂 --- p.97 / Chapter 4.4.3.1 --- 量表簡介 --- p.97 / Chapter 4.4.3.2 --- 信度檢驗 --- p.98 / Chapter 4.4.3.3 --- 效度檢驗 --- p.100 / Chapter 4.4.4 --- 對符合父母期望量表的信效度檢驗及修訂 --- p.102 / Chapter 4.4.4.1 --- 量表簡介 --- p.102 / Chapter 4.4.4.2 --- 信度檢驗 --- p.102 / Chapter 4.4.4.3 --- 效度檢驗 --- p.105 / Chapter 4.4.5 --- 對孝道觀念量表的信效度檢驗及修訂 --- p.109 / Chapter 4.4.5.1 --- 量表簡介 --- p.109 / Chapter 4.4.5.2 --- 信度檢驗 --- p.109 / Chapter 4.4.5.3 --- 效度檢驗 --- p.109 / Chapter 4.5 --- 對測量工具信效度檢驗的小結 --- p.114 / Chapter 第五章 --- 研究結果 --- p.115 / Chapter 5.1 --- 研究樣本 --- p.115 / Chapter 5.2 --- 交互樣本信效度檢驗結果 --- p.115 / Chapter 5.3 --- 數據分析方法 --- p.116 / Chapter 5.4 --- 對職業生涯變量與家庭情境變量的描述性分析 --- p.118 / Chapter 5.4.1 --- 對生涯應變力的描述性分析 --- p.118 / Chapter 5.4.2 --- 對生涯决策困難的描述性分析 --- p.118 / Chapter 5.4.3 --- 對職業承諾傾向與封閉傾向的描述性分析 --- p.119 / Chapter 5.4.4 --- 對感知到的父母期望的描述性分析 --- p.119 / Chapter 5.4.5 --- 對孝道觀念的描述性分析 --- p.123 / Chapter 5.5 --- 對職業生涯變量與家庭情境變量的相關分析 --- p.123 / Chapter 5.5.1 --- 職業生涯變量之間的相關分析 --- p.123 / Chapter 5.5.2 --- 父母期望與職業生涯變量的相關分析 --- p.124 / Chapter 5.5.3 --- 孝道觀念與職業生涯變量的相關分析 --- p.126 / Chapter 5.6 --- 對父母期望、孝道觀念與職業生涯變量的結構模型檢驗 --- p.127 / Chapter 5.6.1 --- 父母期望、孝道觀念與應變力、决策困難與承諾傾向的結構模型 --- p.127 / Chapter 5.6.2 --- 父母期望、孝道觀念與應變力、决策困難與封閉傾向的結構模型 --- p.128 / Chapter 5.7 --- 孝道觀念在父母期望與職業生涯變量之間的中介/調節效應檢驗 --- p.129 / Chapter 5.7.1 --- 孝道觀念在父母期望與生涯應變力之間的中介/調節效應檢驗 --- p.133 / Chapter 5.7.2 --- 孝道觀念在父母期望與生涯决策困難之間的中介/調節效應檢驗 --- p.133 / Chapter 5.7.3 --- 孝道觀念在父母期望與職業選擇承諾之間的中介/調節效應檢驗 --- p.135 / Chapter 5.8 --- 父母期望與孝道觀念對職業生涯變量的預測作用 --- p.139 / Chapter 5.8.1 --- 父母期望對職業生涯變量的預測作用 --- p.139 / Chapter 5.8.2 --- 孝道觀念對職業生涯變量的預測作用 --- p.143 / Chapter 5.9 --- 生涯應變力對决策困難與職業選擇承諾的預測作用 --- p.144 / Chapter 5.9.1 --- 生涯應變力對决策困難的預測作用 --- p.144 / Chapter 5.9.2 --- 生涯應變力對職業選擇承諾的預測作用 --- p.147 / Chapter 5.10 --- 關于研究結果的小結 --- p.150 / Chapter 第六章 --- 研究討論 --- p.151 / Chapter 6.1 --- 性別及年級的影響 --- p.151 / Chapter 6.2 --- 生涯應變力對生涯决策困難與低職業承諾的積極保護效應 --- p.154 / Chapter 6.2.1 --- 生涯應變力對生涯决策困難的緩解作用 --- p.154 / Chapter 6.2.2 --- 生涯應變力對低職業承諾的保護作用 --- p.156 / Chapter 6.3 --- 父母期望與孝道觀念是職業生涯發展的“雙刃劍 --- p.158 / Chapter 6.3.1 --- 父母期望對職業生涯發展的雙向影響 --- p.158 / Chapter 6.3.1.1 --- 父母期望對職業生涯發展的積極影響 --- p.158 / Chapter 6.3.1.2 --- 父母期望對職業生涯發展的消極影響 --- p.159 / Chapter 6.3.2 --- 孝道觀念對職業生涯發展的促進或阻礙作用 --- p.160 / Chapter 6.3.2.1 --- 孝道觀念對職業生涯發展的促進作用 --- p.160 / Chapter 6.3.2.2 --- 孝道觀念對職業生涯發展的阻礙作用 --- p.162 / Chapter 6.4 --- 孝道觀念具有關鍵性的中介效應 --- p.163 / Chapter 6.4.1 --- 孝道觀念在父母期望與生涯應變力之間的中介效應 --- p.164 / Chapter 6.4.2 --- 孝道觀念在父母期望與生涯决策困難之間的中介效應 --- p.164 / Chapter 6.4.3 --- 孝道觀念在父母期望與職業選擇承諾之間的中介效應 --- p.165 / Chapter 6.5 --- 探討父母期望、孝道觀念與職業生涯變量的整合模型 --- p.166 / Chapter 6.5.1 --- 父母期望、孝道與應變力、决策困難、職業承諾的整合模型 --- p.166 / Chapter 6.5.2 --- 父母期望、孝道與應變力、决策困難、職業封閉的整合模型 --- p.167 / Chapter 第七章 --- 研究總結與未來展望 --- p.168 / Chapter 7.1 --- 研究總結 --- p.168 / Chapter 7.2 --- 研究意義 --- p.168 / Chapter 7.3 --- 未來研究展望 --- p.171 / Chapter 7.4 --- 研究局限 --- p.173 / 參考文獻 --- p.174 / 附錄 --- p.199

The purpose of this study was to determine what current Master of Social Worker Students in their advanced year know about adolescent gang affiliation, including statistics, predictive factors, and possible interventions. Adolescent gang involvement is a very serious issue that historically has had very problematic effects on society, as well as serious and troublesome effects on the life course of the individual. Despite the knowledge that has been gained in recent years regarding predictive factors of adolescent gang involvement, many intervention programs designed to address this issue are still rarely effective. Despite the fact that there are conflicting findings in the research on adolescent gang affiliation there is also much research that has claimed many similar predictive and preventive factors, such as relationships with family and school. This study will show if current social worker students are aware of the more common factors that lead to adolescent gang affiliation. This will help determine if social work students are just getting a little bit of education on juvenile delinquency and deviance or an abundance of education on the subject matter. The specific population that was surveyed was the Master of Social Work advanced year students at California State University, San Bernardino. Although there were few statistically significant findings in the study, the students for the most part had positive attitudes and perceptions regarding those involved with gang affiliation. The participants for the most part also agreed with factual statements regarding actual predictive factors of gang affiliation. The participants also overwhelmingly all agreed on a more rehabilitative approach when working with youth involved in gang affiliation as opposed to punitive approaches.