The purpose of this study is to learn about the ways in which female Technology Education Teachers understand sources of influence on their career choice. The findings from this study are intended to provide key insights in the participants' perspectives that might shed light on how to encourage females to aspire to and enter Technology Education as a profession. The objective of this study is to create a deeper understanding of how some women moved beyond cultural barriers and make "unexpected transitions" to become female technology education teachers. This qualitative study is based on a purposive sampling of ten female technology education teachers.

In recent years, the category “transgender” has evolved to name and describe the identities and experiences of those who transgress traditional categories of sex and gender. Unlike “man” and “woman,” where the boundaries of identity are generally understood to have clear and distinct (although contested) definition, the borders of transgender identity necessarily remain nebulous. This qualitative study focuses on female-bodied individuals who identify as transgender but do not physically change their bodies through surgery or hormonal treatments. There is a conspicuous deficiency of information about female-to-male transsexuals, and especially about female bodied non-transsexuals—those who identify as transgender, but not transsexual. Therefore, it is important to examine not only who chooses to claim this identity and their process of doing so, but how they construct and make meaning of gender in their daily lives. Transgender identity offers an intriguing arena in which to explore the connection between experiences of self, gender, and the body. The specific questions this study addresses include: Why and how do female-bodied people claim a transgender identity? How do they understand their transgender identity? How do they manage and make this identity known? The participants explain how they understand their transgender identity and address the themes of gender identity, gender presentation, and the body.

This study is a survey of sixty Native Americans between 12-24 years of age. Thirty were graduates and thirty were non-graduates. The four sets of variables examined were: early pregnancy, drug and alcohol use, cultural values, and mentoring. The reliability of three factors (mentors, substance abuse and cultural factors) were consistent with what might be expected in a random scale of 60 participants with a researcher developed scale. It was, however, the category developed to address having or not having children that proved to be of the most statistical significance.

The impact of incest on women's work performance and career development was studied in 41 female incest survivors and 15 nonabused women from a diverse population. The methodology was a content analysis of in-person qualitative, semi-structured interviews. Incest survivors participants reported having difficulties in academic and peer relations and difficulties in secondary schooling and more negative work experiences, including peer relations, difficulty in managing post-traumatic stress symptoms, remaining at a job, and advancing in a career. In addition to these difficulties incest survivors fell into different work group profiles: disabled, dabblers, drones, sprinters, balancer/achievers, and drivers. Childhood experiences of incest contributed to an overall negative self-schema, especially regarding work and career capabilities.

Dropout rates are of increasing concern because of issues of equity, the social and economic consequences of dropping out, and changing demographics which are bringing increasing numbers of poor, immigrant and minority students into our schools. A growing body of research suggests that schools, as currently structured, do not address the needs of today's students. Alternative programs have had little if any impact in changing the institutions that cause the students they serve to become at risk. Systemic school changes are needed to create learning environments that meet the developmental needs of all students. The seventh and eighth grade restructuring efforts of the Cambridge Public Schools were examined in three schools--representing first, second and third tier schools in the implementation phase. Students, staff and parents were surveyed in each school; oral interviews were conducted; team meetings were observed; and materials were reviewed. The study documents the impact of a systemic change effort, and to determine enhancing and impeding factors to change. Data indicated that substantial activities have been implemented in all three schools, with positive impacts around teaming, student support, school climate, and bilingual and special education integration. There was a varying degree of implementation and integration between schools, reflecting differing amounts of staff development and common planning time each school received. The project had lesser impact in addressing more complex areas of middle grades reform--that of changing how and what we teach; of exploring strategies to raise the achievement and self-esteem of minority students; of transitioning to shared governance; and of increasing parental involvement. Enhancing factors of change included a commitment by central office administration to the change process; creating a shared governance body at the district level; increasing collaboration with community institutions; giving teacher teams common planning time; and empowering key school staff to act as change agents. Impeding factors included the lack of a written mission statement and school plans, adequate orientation and planning time for third tier schools, a staff development plan, and training for key administrators. The study confirms, though, that a systemic school change approach can significantly improve middle grades education.

Typical parent education programs expect that parents of teenagers can (1) be empathetic listeners, (2) identify and express their own inner feelings, thoughts, and opinions, etc., (3) tolerate diversity of ideas, (4) set limits for their teenagers, and (5) take a perspective on their parenting processes. In other words, such programs assume that all parents of teenagers have the same abilities and are at the same developmental level. This study challenged this assumption and addressed the issue of readiness for parenting. Robert Kegan's subject-object theory was used as a context for the study. Twenty parents of teenagers were interviewed using Kegan and colleagues' subject-object interview. The interviews were used to determine how parents were thinking about their parenting experiences, or, in other words, how these parents were structuring meaning around their parenting experiences. The analyses of these interviews, which were done by a certified subject-object assessor and myself, determined what was "subject" and what was "object" in the parents' meaning-making structure. We found subject-object data that represented six different meaning-making structures, or in other words, six different developmental levels. The subject-object data demonstrated abilities and kinds of enmeshment specific to the developmental level. My research suggests that identification of abilities and specific kinds of enmeshment can be useful to helping professionals. This kind of identification which is defined from subject-object developmental levels can; (1) locate the source of authority in the parenting, (2) utilize a language that matches the enmeshment, (3) anticipate the kind of projections that will be generated by the parents, and (4) estimate the level of skill mastery in these four areas: empathetic response and active listening; communication of inner process and leveling; conflict resolution and problem solving; and, limit setting.

International students from East Asian countries often experience difficulties adjusting to life on American college campuses. It is hypothesized that the difference between the individualistic orientation of American culture and the collectivistic orientation of the students' home cultures is partly responsible for these adjustment difficulties. In order to understand how individualism-collectivism orientations affect college adjustment, this study addressed the following questions: (1) Is there a relationship between the individualism-collectivism orientation of East Asian international students and the level of their college adjustment? (2) Are there differences among East Asian international students in individualism-collectivism orientation based on various demographic characteristics? (3) Are there differences between the international students from East Asian countries and the international students from Western European countries in terms of individualism-collectivism orientation? A survey of 259 East Asian students and 54 Western European students was conducted. Survey instruments included the Individualism-Collectivism (INDCOL) Scale, the Student Adaptation to College Questionnaire (SACQ), and the Questionnaire for Demographic Data. Survey questionnaires were sent to East Asian and Western European international students at California State University, Sacramento; University of California, Davis; California State University, Stanislaus; and University of the Pacific. In order to gain a more complete understanding of students' responses, interviews were conducted with eleven Japanese students in their native language. The results showed that Western European students were actually more collectivistic than East Asian students. Among East Asian students, there were significant differences in the level of collectivism of students from different countries. East Asian international students from Japan and Hong Kong were the least collectivistic, and international students from People's Republic of China were the most collectivistic. Surprisingly, both East Asian and Western European students who were more collectivistic tended to show better college adjustment. A possible explanation may be that East Asian students who were more individualistic on the INDCOL Scale were "overshooting," i.e., trying to act like their American peers. This adaptation style seemed to create psychological problems for these international students. Recommendations for counselors and international student advisors who have contacted with East Asian students are suggested.

This study investigated the effects of an intervention program on variables related to school performance in which ninth-grade high school students served as subjects. Variables that served as indicators of program effectiveness were (a) grade-point average (GPA); (b) proportions of students that attain 10th-grade status as measured by units of academic credit; (c) percent-correct scores on tests of academic skills in the areas of editing, mathematics, and reading; (d) rates of absence from classes; and (e) rates of referral for disciplinary action by teachers and administrators. Qualitative evidence of program effectiveness was secured through individual student interviews. The treatment consisted of an eight-week intervention program designed to assist all ninth-grade students in the transition from junior high school into high school. Program faculty presented six topics determined to be important to student success in high school. The treatment group consisted of 72 ninth-grade students who were matched with 72 control subjects on pretest measures of GPA and absence rate. Pretest measures of the dependent variables were taken from school records compiled during the first 10 weeks of the 9th-grade prior to student participation in the treatment program. Posttest measures of the dependent variables were taken from school records during the first full semester of the 9th-grade school year immediately following the treatment program and again during the first 12 weeks of the 10th-grade school year. Analyses of covariance demonstrated significant differences (p $<$.05) between the two groups for the first posttests of GPA and absence rates. Student interviews revealed that academic planning and improvement in study skills were the components of the treatment program that students considered most important to academic success. Results of this study provided empirical confirmation of the findings of previous research which indicated that high school intervention programs can positively affect GPA and attendance. The results also suggested that further gains in GPA and attendance might be promoted by increasing the length of the treatment program.

This study focused on Viktor E. Frankl's major concepts and the therapeutic techniques which emerge from his theory of logotherapy. The purpose of this study was threefold: (a) to examine the philosophy and human nature as set forth by logotherapy, (b) to explore the relevance of logotherapy to Taiwanese culture and (c) to inquire what contributions logotherapy could make to the mental health of the Taiwanese community abroad and in the United States. In order to achieve these purposes, a survey was conducted to investigate the compatibility between logotherapy and traditional Chinese philosophies, Confucianism and Taoism. The survey suggested that logotherapeutic orientation was helpful and relevant to cross-cultural counseling. Its holistic worldview made it easier for cultural integration. The survey also supported that there were closed relationship and compatibility between logotherapy and traditional Chinese philosophies. The will to meaning, the basic tenet of logotherapy, has also been a central motivation in the Taoist and Confucian way of life. All three philosophies have shared understanding of human freedom and responsibility. They have also shared the techniques which were employed in the case studies to effect the cure. Guidelines for counselors involved in cross-cultural counseling and psychotherapy were developed from the survey and presented in a practitioner's guide to logotherapy. The procedures and techniques were applied with great caution for they could have been counter-productive if not applied appropriately. A further research and validation of the techniques are needed.

The purposes of this survey study were to determine how disciplinarians perceive: (1) student peer conflict management programs as affecting their student discipline workloads, (2) their student peer conflict management programs' influence on school climate, (3) the need for student peer conflict management programs in California public high schools, and (4) the characteristics of their student peer conflict management programs. The sample population in this study consisted of 68 disciplinarians in high schools having student peer conflict management programs. The design incorporated closed-ended questions, open-ended questions, ranking items, and rating items. Statistical analysis included frequencies and percentages. The findings of this study indicated that disciplinarians perceive: (1) Their discipline overloads are eased by student peer conflict management programs. (2) The programs serve to enhance school climates. (3) There is a need for student peer conflict management in California public high schools. (4) Programs in California high schools are unique to their specific sites. The following were some of the conclusions reached: (1) When student discipline problems are resolved by student peer conflict management teams, the volume of administrative student contact is reduced. It is interesting to note that more disciplinarians ranked "longer single contacts" (with students) as their highest priority for use of "saved time." (2) Student peer conflict management activity creates or facilitates numerous conditions which contribute to enhancing school climates. (3) Peer student conflict management programs meet psychological and social needs of students individually and collectively. It is more desirable to have a system in which students can find solutions to their problems rather than punishment increments which pave the way to suspensions and expulsion. (4) The findings of this study reflect the literature which covers the national spectrum of student peer conflict management programs. A state framework needs to be developed, which would be inclusive of successful elements of student peer conflict management programs as outlined in the survey of literature.