Dual-career couples are a rapidly growing population who face many challenges due to their complicated lifestyle. The qualitative case study method was employed to specifically explore the decision-making processes of three dual-career couples in order to broaden the knowledge base about these couples and to yield information that would facilitate the development of educational and counseling programs to better serve this population. The following methods were used to elicit information from the participants: audiotaped discussions of four career-related scenarios and individual responses to a short values survey. Factors identified in the couples' decision-making processes included money, geography (location), opportunities for career advancement, satisfactory job opportunities for both partners, family, future children, opportunity costs, career and personal happiness, and financial security. Recommendations for future research and suggestions for counselors, educators, and employers were made.

Intergenerational adolescent pregnancy is of paramount concern to the African-American community. This study focused on intergenerational adolescent pregnancy, in the African-American community. Female members of African-American families who had experienced intergenerational adolescent pregnancy were interview using the McGoldrick & Gerson genogram interview (1985). The results indicate that while adolescent pregnancy occurs in successive generations, the motivations and expectations of each participant were different. These differences can be partially attributed to generational issues, although personal differences cannot be ignored. While more research is needed, it is clear that one size fits all social programs are inadequate to meet the diverse needs of this population. Professionals involved in this area need to seriously reconsider their assumptions as to the cause and effect of adolescent pregnancy in the African-American community. Reconsideration of old assumptions may fuel positive design and structural changes in the conception and delivery of social services to this population.

The feminine character, shaped by nurturing experience, includes fundamental spiritual training. Feminist spiritual writers value nurturant other-oriented personality characteristics. Although not necessarily having fulfilled nurturing social roles, men may develop spiritually advanced characteristics by undergoing experiences Christ recommended. Examining four spiritual figures, this study sought to ascertain whether exposure to the experiences recommended by feminists and by Christ facilitates development of spiritually advanced characteristics. The findings did not demonstrate that exposure to the experiences recommended by feminists facilitated this development. Nor did exposure to the experiences recommended by Christ predict this development. Females did not develop spiritually advanced characteristics to a higher degree than males. Exposure to a combination of the experiences recommended by Christ and by feminists did correlate with development of spiritually advanced characteristics. Exposure to a modicum of the experiences recommended by feminists may be necessary. Recommendations for counselors are included.

The purpose of this study was to identify reporting of child sexual abuse among professionals. Forty out of one hundred questionnaires were completed and returned. The population for this study consisted of men and women in the following professions: Pediatricians, nurses, preschool workers, teachers, religious workers, and counselors in a southwestern community. A questionnaire was used to obtain demographic data and general information. Included in the questionnaire were eight hypothetical case vignettes of child sexual abuse. The professionals were asked to answer ten questions pertaining to the cases. Results showed that although professionals are aware of reporting laws, they still are not reporting all the cases of child sexual abuse when they suspect abuse. In certain cases, professionals are reluctant to report following a retraction by the child, or when the parents deny the allegation. Religious workers have the least knowledge of reporting laws of the professionals sampled. Overall, pediatricians report more often when they suspect child sexual abuse than the other professionals in the sample.

The purpose of this study was to investigate whether self-esteem increases when youth are given the opportunity to learn more about themselves through increased awareness of their ethnic identity. The study investigated the impact of the Anytown program on ethnic identity and self-esteem among adolescents who participated in the Anytown program. Two instruments were used for the study: the Multigroup Ethnic Identity Measure (1992) and the Rosenberg Self-Esteem Scale (1965). The first hypothesis, that ethnic identity will increase when youth are given the opportunity to learn more about themselves through increased awareness of their ethnic identity was supported by the results. Statistical significance at the .01 level was determined for the Multigroup Ethnic Identity Measure; the ethnic identity scale; and the sub-scales of affirmation and belonging, ethnic identity achievement, and other-group orientation. The second hypothesis, that self-esteem would increase as ethnic identity increased, was not supported.

This study assessed the differences between men in therapy and clinical and nonclinical samples reported in previous research. It identified the personality types of men currently in therapy using the Myers-Briggs Type Indicator (MBTI). It was expected that responses to the MBTI and identified types would differ from nonclinical and clinical samples previously reported. This distinguished and described those men seeking therapy from those who did not. The 135 men sampled were drawn from a variety of therapeutic settings in southern Arizona, including private and public hospitals, non-profit and profit agencies, and individual therapists. All subjects were 18 years of age or older and voluntarily agreed to participate. Men in therapy differed from both the general population and the population of men in psychiatric hospitals. They were more Introverted, Intuitive, Feeling, and Perceiving than the general population and more Extroverted, Intuitive, and Perceiving than the men in psychiatric hospitals.

This study examines in terms of Adlerian Life Style as revealed through Early Recollections, actual and perceived Birth Order, and Family Atmosphere the personality characteristics of Korean adults adopted as infants in the United States of America. Eight Korean subjects participated in a structured, tape recorded interview. Each subject reported four early recollections and/or dreams. Transcripts of these interviews were given to a panel of expert Adlerian judges who collectively analyzed and interpreted the gathered information. A composite life style summary could be formulated by combining common themes and personality characteristics. Results indicate several common life style themes and personality characteristics. The most commonly shared attributes were expecting to be hurt, wanting to be accepted and important, and viewing others in a negative sense.

<p>This explanatory mixed-method study explored the dropout phenomenon from an ecological perspective identifying the school organizational (academics, activities, structure) and social relationship (teachers, peers) factors that most significantly influence students&rsquo; decisions to leave school prior to graduation at a rural high school in south central Pennsylvania. </p><p> The quantitative phase of the study utilized a 40 question, forced choice survey to isolate the school organizational and social relationship factors that had the most influence on students&rsquo; dropout decision making, as well as to determine what, if any, correlation existed between the perceptions of students who are not at-risk, those who are at-risk but are still in school, and those who had already formally dropped out of school. The survey respondents included 80 students in school and 10 students who had dropped out of high school. The qualitative phase was composed of in-depth interviews of nine students who had formally dropped out of the rural high school in the study. </p><p> The results of the quantitative analyses revealed the following key findings: (1) there was no single predictor factor category which statistically and significantly influenced student persistence; (2) there was no statistically significant difference in the way students who were at-risk, but still enrolled in high school, and those that had already dropped out perceived any predictor category; and finally, (3) the responses of students at-risk (whether enrolled or who dropped out) were statistically and significantly different from the responses of students who were not at-risk in the predictor categories of school structure and teacher relationships. </p><p> The patterns that emerged from the interviews revealed that these students: (1) viewed the school structure as a barrier to diploma attainment; (2) believed the lack of content relevancy lead to detachment from school and justified the decision to quit school; and (3) shared that had an adult within the school intervened at the beginning of his or her divergence from the path to graduation, the results of his or her high school experience would have been different. </p><p> Several implications for practice emerge given these findings. First, proactive strategies such as multiple curricular pathways and the use of transition academies should be applied systematically for all students enrolled in school. These structural elements of the school&rsquo;s organization should be paired with instructional strategies that promote student engagement. Second, targeted interventions should be designed to meet the needs of students who are at-risk for dropping out of high school. Targeted intervention should include the: (1) use of an instrument that identifies students who are developing or who possess negative perceptions of the school and school staff; (2) at-risk students being assigned an education advocate to promote meaningful and sustainable relationships; and (3) school leaders&rsquo; efforts to creatively develop personalized learning for all students who are considered at-risk for early school departure. </p>

<p> This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. </p><p> Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. </p><p> This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. </p><p> Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and science students located in high-poverty, low-performing schools. I further argue that both federal and state accountability-based school reform efforts are failing to improve outcomes for students with proficiency and interest in STEM learning and STEM fields, and in fact, these reforms are harming top performing students and high school STEM opportunity structures. Recommendations for changes in policy and practice, and for further research, are provided.</p>

<p> This research was a constructivist grounded theory study exploring what experiences facilitated doctoral degree completion for female CES degree recipients. Researchers have discovered that women doctoral students are at greater risk for not completing their doctoral degrees. Additionally, there is a dearth of information related to how CES women doctoral graduates persist to degree completion. Therefore, the research question that guided the current study was: What doctoral education experiences facilitated degree completion for CES women doctoral degree recipients? </p><p> The researcher utilized purposeful sampling and sought a diverse sample of volunteer participants. Six female participants, one of whom was a woman of color, were selected for the study. Data were collected through interviews and analyzed consistent with the process of grounded theory. The theory, themes, categories, and subcategories emerged from the data. </p><p> Data revealed the overall theory to be: The Process of Completion as an Inter-Connected System of Experiences with Self and Others. The two main themes included in the theory were: (a) Relationships as Sources of Support and Catalysts for Growth and (b) Navigating Obstacles. The categories that comprise the theme Relationships as Sources of Support and Catalysts for Growth were: (a) Personal Growth and Development Occurs through Relationships with Others and (b) Professional Growth and Development Occurs through Relationships with Others. The categories that comprise the theme Navigating Obstacles were: (a) Navigating Systemic Obstacles and (b) Navigating Individual Obstacles. The results of this research were discussed in relation to existing literature and implications for the CES field were identified. </p>