The study of resiliency theory allows for an examination of successful processes people have relied on to overcome difficult situations. In this study, former youth in care who have demonstrated resilience through educational success as defined by enrollment in post-secondary educational programs, were interviewed to gain an understanding of the factors that contributed to their resilience. Nine former youth in care participated in this study. Analysis of the transcripts from the conversations resulted in several factors that the participants identified as promoting resilience. These included supportive relationships, self advocacy, externalization of perceived negative attitudes, a high value placed on education, and access to community support through Amandas Gift, a bursary program available to former youth in care.

Hur påverkar högre utbildningsnivå brottslighet? Den här uppsatsen undersöker effekt av eftergymnasial utbildning på våldsbrott respektive stöld-, rån- och häleribrott. Vår första hypotes är att eftergymnasial utbildning har en minskande effekt på våldsbrott genom högre alternativkostnad av brott samt att psykologiska faktorer påverkas positivt. Vår andra hypotes är att eftergymnasial utbildning har en ökande effekt på stöld-, rån- och häleribrott via högre avkastning till följd av mer kunskap för planering och utförande av denna typen av brott. Vidare förmodas en högre utbildningsnivå  generera mer tillgänglig egendom vilket leder till tilltagande incitament för stöld-, rån- och häleribrott. Förhållandena analyseras ekonometriskt med paneldata över Sveriges 21 län under tidsperioden 2000 till 2008. Prais-Winsten estimering används för skattning av linjär regression, där kontrollvariabler för bland annat demografi och arbetsmarknadseffekter inkluderas. Resultatet visar att eftergymnasial utbildning har en signifikant negativ effekt  på våldsbrott. Vi finner vidare att verkan av eftergymnasial utbildning på stöld-, rån och häleribrott är signifikant positiv. / How does higher education affect crime? This thesis examines the effect of post-secondary education on crime of violence and property related crime. Our first hypothesis is that a higher education level reduces crime of violence through higher opportunity costs and that psychological factors are affected in a positive way. Our second hypothesis is that a higher education level raises the return of property related crimes and therefore increases the same. This is due to more knowledge to be used for planning and execution of this type of crime and that the available property is assumed to be of a greater magnitude, which in turn leads to higher incentives for property related crime. The relationships are being econometrically analyzed with panel data consisting of observations of the 21 Swedish regions over the time period 2000 to 2008. The method of Prais-Winsten estimation is used to estimate a linear relationship, controlling for variables such as demographic and labor market effects. The results show that a higher education level has a significant negative effect on crime of violence. Furthermore we find that the effect of a higher education level on property related crime is significantly positive.

An increasing number of community colleges in the United States are becoming baccalaureate-granting institutions. Proponents of the community college baccalaureate (CCB) argue that the CCB provides students with access to higher education, while others argue the CCB will compromise the community college's core values. The purpose of this study is to explore faculty members' intention to support the CCB transition. Ajzen's Theory of Planned Behavior provides the theoretical framework for the study. The theory assumes that changes in behavior are intentional and, therefore, can be planned. This theory posits that attitudes, subjective (social) norms, and perceived behavioral control predict intentions to support a behavior and, ultimately, to behave in a certain way. Full-time faculty members from two community colleges in Florida were invited to participate in the Web-based survey; 95 of the 317 faculty members invited to participate in the study chose to complete the survey, representing a 30% response rate. Pearson product-moment correlations were calculated among the direct measures and their underlying beliefs indicate significant relationships among (a) attitude and behavioral beliefs (r = .46, p = .01) and (b) subjective norms and normative beliefs (r = .48, p = .01). Correlation analysis among the direct measures and behavioral intention indicate significant relationships among (a) attitude and behavioral beliefs (r = .82, p = .01), (b) subjective norms and normative beliefs (r = .22, p = .05), and (c) perceived behavioral control and behavioral intention (r = .34, p = .01). The multiple linear regression analysis indicated the linear combination of attitude, subjective norms and perceived behavioral control account for 69% of the variability in faculty members' intention to support the CCB transition, with greatest the contribution from perceived behavioral control, (b = .87), followed by attitude (b = .22), and subjective norms contributing the least (b = .05). The findings from this study can be used to reflect upon CCB transitions that have already occurred or are in process. In addition, the findings can inform future efforts by community colleges to develop more effective and efficient processes for making the transition to CCB institutions. Lastly, the findings provide insight of the CCB transition from a faculty members' perspective, as well as to contribute to existing literature on the theory of planned behavior.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

This study explored the discourse of the University of Victoria Social Sciences Co-op Program. It reviewed literature that illustrates how neoliberal ideologies due to globalization lead to the marketization of post-secondary education. It provided an overview of the neoliberal discursive context in which the Co-op Program is situated and a semiotic analysis of the discourse of three documents. Particular focus was paid to metaphoric representations. A co-op practitioner conducted the study, which included a reflective discussion of the findings related to the role of the Co-op Program staff, students and employers. The study highlighted neoliberal discourses that may impact a student’s educational experience by limiting student agency, reinforcing power structures, and focusing on career training with little emphasis on learning. As a way forward, the study presented different discourses and metaphoric representations that could be drawn upon to emancipate the students and harness the potential of an experiential education program.

Failure to graduate from high school presents a serious problem to society reaching far beyond the education sphere. However, some high school non-graduates return to post-secondary institutions and successfully complete degrees, diplomas, and other credentials. Unfortunately, little is known about such individuals. Research on K-12 non-graduates tends to focus on retention within the K-12 system examining factors such as race, socioeconomic status, and the structures and organization of schooling. Regrettably little if any consideration is given to the future educational experiences and achievements of the K-12 non-graduates that return to post-secondary studies consequently creating a gap in the literature. This study examines administrative and achievement data of individuals who have not graduated from the British Columbia (BC) K-12 educational system and later re-entered the BC public post-secondary system. Specifically, this study identifies the percentage of non-graduates who go on to post-secondary studies and examines the year over year enrollment data for trends, the commonalities in the types of K-12 courses taken and associated achievement levels, the types of post-secondary programs selected, and concludes with a brief exploration of potential predictors, such as gender, home language, and previous academic performance. Overall the research findings on the study population provided some interesting results in terms of the proportions, composition, K-12 academic achievements, and program pursuit within the post-secondary system. Most notably was the proportions of non-graduates entering into post-secondary studies remaining stable over time, the K-12 academic achievements were average and did not include many at the higher end of the achievement spectrum, all attended a college, institute, or teaching-intensive university and not a research-intensive university, and there was a fairly even distribution across the programs that the study population opted to enroll in at their respective post-secondary institutions.

The aim of the thesis was to explore the magnitude of inequity in accessibility to initial formal education, continuing adult education, and work-related informal learning for the workplace. The two main issues that the thesis attempted to determine is whether social background characteristics that affect initial educational attainment continue to influence participation in adult education and work-related informal learning. More specifically, this research focused on three main questions: First, to what extent does parents’ social background influence educational attainment levels for Canadians from different generations? Second, to what extent does parents’ social background influencing participation in adult education for their offspring beyond the effects of an individual’s own social background? And, third, to what extent does parents' social background have on their offspring’s participation in informal learning for the workplace beyond the effects of an individual's own social class background? A secondary data quantitative analysis was carried out on the data collected in the 2004 Work and Lifelong Learning (WALL) survey. Both crosstab analysis and structural equation analysis were used to obtain an overview of inequities in participation in formal education and informal learning and to test the applicability of Bourdieu’s social reproduction theory. Overall, the findings of this thesis indicate that social reproduction occurs not only through the formal education system, but also through the adult education system. More specifically, parents’ education continues to be a good predictor of the level of education attained by offspring. Moreover, one’s level of education continued to be a predictor of participation in adult education. Social reproduction was not present for work-related informal learning. In fact, those from low incomes were more likely to engage in informal learning than those from high incomes. These findings indicate that despite level of cultural and economic capital, the majority of Canadians engage in a learning activity. It is apparent that structures that are present in our formal education system continue to advantage students with high cultural and economic capital; however, work-related informal learning is accessible to all.

The Sources of Middle School Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) was adapted for use in this study investigating the impact that gender, race, sexual orientation, hometown location (rural, suburban, or urban), high school GPA, college GPA and letter grade of a mathematics course in the previous semester had on the four sources of mathematical self-efficacy of 102 college freshmen attending three small, private, liberal arts institutions. Even though this study found no interaction effects between the student characteristics, the four sources of mathematical self-efficacy, or the three subcategories of the vicarious experience construct, this study did find statistically significant results for several independent variables: gender, hometown environment, and the letter grade received in the mathematics course the preceding semester at the Bonferroni correction rate of .025. Additionally, small p-values for race and hometown environments warrant further investigation with a larger sample size.

abstract: Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum for post-secondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to design successful post-secondary transition programs for students with an autism spectrum disorder (ASD). The study used archival research and grounded theory to look at expectations of parents with young adults with an ASD and young adults with an ASD on post-secondary transition and to discern whether expectations impact the successful post transition of young adults. More than likely, due to an overall increase in the prevalence of ASDs, many more students with an ASD will be attending a post-secondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD will be necessary for colleges to meet the unique needs of this population. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2011

A focal concern amid Canadian French immersion students upon completion of their secondary school studies is a shared belief and feeling that they are limited in their ability to communicate with francophone communities (Howard, 2007; Schaffer, 2013; The Globe and Mail, Friesen, 2013). Furthermore, it has been widely discussed that French immersion students are finding themselves in the midst of language identity crisis, unable to find a place among either of the dominant monolingual groups (Roy, 2010). This case study examined the potential persistence of language identity crisis in three French immersion students who extended their French as a second language education by pursuing post-secondary education in a French immersion program at a large bilingual university. The study reveals the linguistic identity construction of these students by clarifying how each participant positioned (Davies & Harré, 1990) herself towards Francophone language and culture. It exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular.