Master's education is a quickly growing area of higher education that provides students higher lifetime earnings and lower levels of unemployment. Despite the benefits, the little research conducted over the past 20 years, using institutional, programmatic, and sociological student factors (e.g., age, race, and financial status) has had minimal success creating a universal model to understand what promotes the retention and graduation of master's students. C�t�'s identity capital model (ICM) holds that interactions of both sociological and agentic capital aid in the development of an individual's identity. While cultural capital is essential for building the foundation of identity, it is agentic capital that develops a strong sense of self, providing the ability to shift successfully between social contexts while remaining committed to life path goals despite inherent obstacles. The purpose of this study was to apply C�t�'s identity capital model to predict CACREP counseling and counseling psychology master's students' (n = 88) retention in their academic programs when the sociological factors of age and personal funding contributions were held constant. Using a quantitative, nonexperimental, survey study design, full-time students, in good standing, not enrolled in an online program completed the Multi-Measure Agentic Personality Scale20 assessment to measure the agentic characteristics of the ICM. The logistic regression analysis did not yield significant results, but data mining to discover data patterns did suggest future directions for research. A clearer understanding of the factors that promote retention could encourage institutions to create appropriate programmatic efforts to increase students' academic goal achievement and support their improved psychological well-being.

Given the continuing imbalances and current crisis with regard to gender-based violence in South Africa, the education of learners with regard to gender-based issues has been identified as critical. The South African school curriculum includes the compulsory subject, Life Orientation, which explicitly includes human rights issues such as gender equality. While official education policy documents promote gender equality in accordance with South Africa‟s Constitution and Bill of Rights, the teaching-learning thereof is not adequately articulated in classroom practice. This study seeks to explore this discrepancy. The study is located within a feminist paradigm, the common aim of which is to challenge gender inequalities in society and contribute to the transformation of the lives of women. Literature was reviewed and provides clarification of the concept of gender equality, and in particular, in the context of education and schooling, and subsequent classroom practices. Sociological theories underpinning the construction of identity, together with a psychological approach, namely the Dialogical Self Theory, complemented by the concept of „identity capital‟, construct the theoretical framework and the lens through which to analyse the data. In keeping with the feminist research paradigm, narrative inquiry is the preferred research methodology. Methods for data collection include self-administered questionnaires, written narratives and semi-structured, individual, face-to-face interviews. Nine female teachers of Life Orientation, teaching in six different schools, in four provinces in South Africa, voluntarily participated in this study. Employing narrative analysis, the crystallised data are presented in nine individual portraits. Each of these is analysed and discussed according to the concepts of the theoretical sociological and psychological framework. The data analysis gives insight into the selected teachers‟ understanding of gender equality, the position in general of women in their religious and cultural discourses, and their own positioning in their personal, social and professional domains. The findings of this study show that the strength of a teacher‟s „identity capital‟ informs her gender identity transformation. Increased extent and strength of „identity capital‟, enabling the articulation of gender identity transformation in every domain of their lives, has the potential of developing teachers‟ classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of their female and male learners and to be transformative for South African society. This study contributes to research on teacher identity, the development of their normative professionalism, and teaching-learning in classroom practice. The findings also inform a broader international SANPAD1 research project, (2010 – 2012). Recommendations for further research include issues relating to professional teacher education programmes, focusing on extending and strengthening teachers‟ „identity capital‟ as the core stimulus for the development of teachers‟ normative professionalism. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Given the continuing imbalances and current crisis with regard to gender-based violence in South Africa, the education of learners with regard to gender-based issues has been identified as critical. The South African school curriculum includes the compulsory subject, Life Orientation, which explicitly includes human rights issues such as gender equality. While official education policy documents promote gender equality in accordance with South Africa‟s Constitution and Bill of Rights, the teaching-learning thereof is not adequately articulated in classroom practice. This study seeks to explore this discrepancy. The study is located within a feminist paradigm, the common aim of which is to challenge gender inequalities in society and contribute to the transformation of the lives of women. Literature was reviewed and provides clarification of the concept of gender equality, and in particular, in the context of education and schooling, and subsequent classroom practices. Sociological theories underpinning the construction of identity, together with a psychological approach, namely the Dialogical Self Theory, complemented by the concept of „identity capital‟, construct the theoretical framework and the lens through which to analyse the data. In keeping with the feminist research paradigm, narrative inquiry is the preferred research methodology. Methods for data collection include self-administered questionnaires, written narratives and semi-structured, individual, face-to-face interviews. Nine female teachers of Life Orientation, teaching in six different schools, in four provinces in South Africa, voluntarily participated in this study. Employing narrative analysis, the crystallised data are presented in nine individual portraits. Each of these is analysed and discussed according to the concepts of the theoretical sociological and psychological framework. The data analysis gives insight into the selected teachers‟ understanding of gender equality, the position in general of women in their religious and cultural discourses, and their own positioning in their personal, social and professional domains. The findings of this study show that the strength of a teacher‟s „identity capital‟ informs her gender identity transformation. Increased extent and strength of „identity capital‟, enabling the articulation of gender identity transformation in every domain of their lives, has the potential of developing teachers‟ classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of their female and male learners and to be transformative for South African society. This study contributes to research on teacher identity, the development of their normative professionalism, and teaching-learning in classroom practice. The findings also inform a broader international SANPAD1 research project, (2010 – 2012). Recommendations for further research include issues relating to professional teacher education programmes, focusing on extending and strengthening teachers‟ „identity capital‟ as the core stimulus for the development of teachers‟ normative professionalism. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Care leavers (adults formerly in foster care) are more likely to have negative outcomes in adulthood than non-fostered peers, especially in employment, earnings, and education (Courtney et al., 2011; Courtney et al., 2018; Pecora et al., 2005; Pecora et al., 2003). Success is determined by how well care leavers are able to demonstrate positive outcomes in these domains, but these domains are often defined by policy and research. Services provided by legislation focus on independent living skills to promote care leavers’ educational and employment opportunities in adulthood (Collins, 2014). However, little research has explored how care leavers themselves define success, determine their own goals, and use the services provided to meet their goals. Informed by the identity capital model (Côté, 2016b), this study answers the questions: 1) how do care leavers define success in their own words, 2) what self-defined goals did care leavers have as they transitioned out of care, and 3) what human, social, and cultural capital was available to help care leavers meet their goals at transition. Using a narrative approach, 15 care leavers were asked to offer their own definition of success, goals at transition, and provide details into what human, social, and cultural capital resources they had available to meet their goals. Findings indicate care leavers’ definitions of success demonstrate a focus on achievement, life satisfaction, and connection, and their goals are aligned with those determined by legislation and research. However, many had yet to achieve their transition goals by the time they aged out of aftercare services. This delay was based on systemic barriers that inhibited care leavers from building various capital during their time in care and during their transition to adulthood; these barriers are endemic to the child welfare system and posed a form of structural oppression in the lives of children and care leavers. This indicates a clear need for policy, practice, and research to determine better ways to provide services and reduce the impact of structural oppression within the child welfare system for future care leavers during their time in foster care, the transition from foster care, and early adulthood.

François de Lorraine, duc de Guise, fut l’un des principaux acteurs politiques du royaume de France de 1547 à sa mort en 1563. Célèbre, il n’a pourtant pas fait l’objet d’une étude historique approfondie alors que les matériaux sont nombreux pour retracer son parcours. Plus qu’une biographie traditionnelle, le doctorat a eu pour visée d’articuler la problématique de l’identité aristocratique et la question de l’engagement d’un homme qui se pensait entre Dieu et le Roi. Prince de la Renaissance, François de Lorraine construisit son rôle en se fondant d’une part sur l’intégration d’un riche capital identitaire en grande partie constitué de la geste de son lignage lorrain, et d’autre part sur la force qu’il tirait de la maison de Guise, en particulier grâce à l’association étroite de son frère Charles, cardinal de Lorraine. Le duc poursuivit sa quête de salut divin et de reconnaissance sociale dans deux contextes très différents qui déterminèrent des oscillations dans son jeu d’acteur. Le premier est celui du règne d’Henri II (1547-1559), durant lequel il s’imagina être le bras armé du Roi Très-Chrétien en vue d’établir une monarchie universelle. Le second (1559-1563) fut marqué par la crise profonde et multiforme du royaume de France : le duc aspira à être alors le défenseur des catholiques face au calvinisme qu’il associa à une hérésie et contre lequel il assuma d’être tel un nouvel envoyé de Dieu aux côtés des jeunes rois François II puis Charles IX. / François de Lorraine, duc de Guise, was one of France’s most influential politicians from 1547 to 1563, at the time of his death. Although a potent figure, he hasn’t been the subject of any serious historical study. Yet, historical sources are numerous. This thesis is much more than a traditional biography : it aims at questioning the identity of De Guise as an aristocrat and his commitment as a man who figured himself as standing between God and his king.Prince of the Renaissance, François de Lorraine built up his influence by relying on both his heritage and identity as a member of the Lorraine family and his power derived from the de Guise family and his close association with his brother Charles, the Bishop of Lorraine. The duke undertook his quest for divine salvation and political recognition in two different historical contexts which determined and influenced his actions. First, under the reign of Henry II (1547-1559), he acted as the Christian king’s executioner with the view to establishing a universal monarchy.Then, between 1559 and 1563, when the kingdom of France suffered from crises which were deep and manifold, the duke posed as the protector of the Catholics against Calvinism which he considered as heresy. He resisted it by assuming the role of a protector sent by God to assist the two young kings, François II and Charles IX.

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