<p>Syftet med denna studie var att förstå och beskriva upplevelser av delaktighet under rehabiliteringsprocessen. Studien utgick från fem intervjuer som utfördes hos personer som har varit långtidssjukskrivna och som har deltagit i olika rehabiliteringsinsatser. Intervjuerna bearbetades kvalitativ, textanalysen utfördes utifrån hermeneutisk teori och metod. Frågeställningen var inriktad mot klienternas upplevelse av delaktighet under rehabiliteringsprocessen. Resultatet visade att delaktighet har förekommit vid rehabiliteringen, men begreppet har olika ansikten. Det konstaterades att motivation är nära förknippad med graden av engagemang i olika rehabiliteringsaktiviteter. Även handlingsutrymme och inflytande i de beslut klienterna har deltagit i har spelat roll för individens delaktighet. Vidare alla klienter hade en hög grad av tillhörighet/ samhörighet.</p> / <p>The purpose of this study was to understand and describe the experiences of the participation during the rehabilitation process. The study started out from five interviews with persons who have been long term sick and who have taken part in different rehabilitation programs. The interviews were worked up by a qualitative method, the analysis of the text were made by a hermeneutic theory and method. The question of the study was directed towards the clients' experiences of involvement during the rehabilitation process. The result showed that the clients have felt an involvement in the rehabilitation process, but the concept has different faces. It has been established that motivation is close related to the level of commitment of different activities of the rehabilitation. The ability to private action and influence in the decisions where the clients were involved has also played a part for the participation of the individual. Furthermore all clients had a strong sense of belonging.</p>

Syftet med denna studie var att förstå och beskriva upplevelser av delaktighet under rehabiliteringsprocessen. Studien utgick från fem intervjuer som utfördes hos personer som har varit långtidssjukskrivna och som har deltagit i olika rehabiliteringsinsatser. Intervjuerna bearbetades kvalitativ, textanalysen utfördes utifrån hermeneutisk teori och metod. Frågeställningen var inriktad mot klienternas upplevelse av delaktighet under rehabiliteringsprocessen. Resultatet visade att delaktighet har förekommit vid rehabiliteringen, men begreppet har olika ansikten. Det konstaterades att motivation är nära förknippad med graden av engagemang i olika rehabiliteringsaktiviteter. Även handlingsutrymme och inflytande i de beslut klienterna har deltagit i har spelat roll för individens delaktighet. Vidare alla klienter hade en hög grad av tillhörighet/ samhörighet. / The purpose of this study was to understand and describe the experiences of the participation during the rehabilitation process. The study started out from five interviews with persons who have been long term sick and who have taken part in different rehabilitation programs. The interviews were worked up by a qualitative method, the analysis of the text were made by a hermeneutic theory and method. The question of the study was directed towards the clients' experiences of involvement during the rehabilitation process. The result showed that the clients have felt an involvement in the rehabilitation process, but the concept has different faces. It has been established that motivation is close related to the level of commitment of different activities of the rehabilitation. The ability to private action and influence in the decisions where the clients were involved has also played a part for the participation of the individual. Furthermore all clients had a strong sense of belonging.

Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success. This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students’ intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist. The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin’s (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students. Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socio-academic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus “student development and success” construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.

The growing Latino population is directly affecting institutions of higher education. Predominantly White Institutions (PWIs), whose stated missions do not specifically address Latinos, are becoming Hispanic-Serving Institutions (HSIs). As HSIs continue to emerge across the country, Historically Black Colleges and Universities (HBCUs) are also responding to demographic shifts, especially in Texas. Although their historic mission focuses on educating African Americans, some Texas HBCU presidents and administrators maintain that their supportive campus environment could serve as a possible opportunity for Latino student success. HBCU outreach efforts offer a variety of areas for further investigation, but the intent of this study was to examine the first, critical year and perceptions of sense of belonging. Furthermore, since Mexican Americans represent the majority of Latinos in Texas, indeed the country, this qualitative study specifically focused on the first-year experiences of Mexican Americans in a Texas HBCU. The primary methods for data collection included two semi-structured one-on-one interviews, a student questionnaire, campus observations, and analytic memos. Thus, the current study sought to fully document the first-year experience and perceptions of sense of belonging as recounted by second- to fifth-year Mexican American students enrolled in a Texas HBCU. / text

In an effort to better understand retention, a survey was developed to ask students at a southern land-grant university how they communicate with each other. Communication Infrastructure Theory (CIT) was previously used to identify communication networks in urban neighborhoods. My thesis adapted this theory and networks to identify the strength of three communication techniques of college students and how it effects a student’s sense of belonging which can impact that student’s intent to stay in school.

This study examined the perceptions of non-native English speaking immigrant students at a small Canadian university relating to their transition to university, their experiences within the social and academic contexts of the campus, and their sense of belonging on their campus. This study used a phenomenological approach, and was supported by a conceptual framework of minority student persistence and belonging within postsecondary education. The findings of this study suggest that these students’ positive social experiences and perception of the campus as being diverse and open to diversity were connected to students’ sense of belonging. The findings also suggest that increased availability of customized support is needed for non-native English speaking students on this Canadian campus, and that greater awareness among university faculty and administration needs to be paid to students’ integration in classroom and campus practices. This thesis concludes with recommendations for practice and future research.

This qualitative study explored six post high school students' experiences within one high school Dance Academy program, over a four-year period, to learn if their dance experiences promoted student engagement. Student engagement occurs when students are invested in their learning, is the product of motivation and active learning, and is linked to student success. Semi-structured individual and group interviews were used as instruments of data collection and the data was transcribed and analyzed. Four main themes emerged from this study in relation to the students' experiences within the Dance Academy in relation to student engagement: 1) increased self-confidence, 2) healthy relationships amongst peers and with their teacher, 3) a sense of belonging, and 4) increased feelings if self-worth. The outcomes from this study indicate that dance, as part of a high school curriculum, was advantageous in providing these students with a unique learning experience that increased their relationship with the curriculum and fostered student engagement. Further research on the implications of teaching the arts, and in particular dance, in high school could benefit curricular programming and pedagogical practice.

This study examined the perceptions of non-native English speaking immigrant students at a small Canadian university relating to their transition to university, their experiences within the social and academic contexts of the campus, and their sense of belonging on their campus. This study used a phenomenological approach, and was supported by a conceptual framework of minority student persistence and belonging within postsecondary education. The findings of this study suggest that these students’ positive social experiences and perception of the campus as being diverse and open to diversity were connected to students’ sense of belonging. The findings also suggest that increased availability of customized support is needed for non-native English speaking students on this Canadian campus, and that greater awareness among university faculty and administration needs to be paid to students’ integration in classroom and campus practices. This thesis concludes with recommendations for practice and future research.

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Cette thèse propose une histoire environnementale comparée de parcs nationaux canadien, éthiopien et français. Elle s'appuie sur l'étude des lois, des rapports d'activité et de la documentation archivistique et touristique produits par les gestionnaires des parcs de Forillon, du Semën et des Cévennes, de la fin des années soixante au temps présent. Cette recherche interroge l'objet « parc national » en tant que territoire patrimonial et identitaire façonné pour promouvoir un sentiment d'appartenance à la nation. Avec le comparatisme pour mode d'étude de l'objet, ce travail démontre qu'au-delà des contextes observés, l'invention de la nature vise bien souvent à renforcer les contours matériels et idéels de la nation au nom de laquelle agissent les pouvoirs publics. En France, le parc national des Cévennes sert à la pérennisation d'une nation paysanne, nostalgique et traditionnelle. Au Canada, le parc ForiIlon participe à la naturalisation d'une nation qui se donne à voir vierge, atempororelle et apolitique afin de pallier son passé manquant de profondeur mais débordant de conflits. En Éthiopie, l'Etat s'approprie pour sa part les représentations eco-racistes des institutions internationales telles que l'UICN, le WWF et l'UNESCO afin d'être reconnu sur la scène internationale et de s'imposer, alors, sur un territoire qu'il veut national. Ainsi, dans les trois pays observés, le parc national se révèle un enjeu de lutte. Espace de vie quotidienne converti en un espace de visites temporaires, illégitime l'exercice, par la puissance publique, d'une violence à la fois concrète et symbolique sur les populations locales et environnantes. / This thesis offers a comparative environmental history of French, Ethiopian and Canadian national parks. It rests upon an analysis of laws, management plans, tourist documentation and archive produced by the managers of Cévennes, Semën and Forillon national parks. This research questions the "national park" object as a territory of heritage and identity manufactured by power to promote a national belonging feeling. Using comparison, this work shows that beyond the context, invention of nature is dedicated to the reinforcement of the material and ideal edges of the nation. In France, the Cévennes national park serves as a symbol of a rural, nostalgic and traditional nation. In Canada, Forillon participates to the naturalization of a nation that gives herself to see as a virgin, a-temporal and a-political nation in order to overcome a past lacking of depth but overflowed by conflicts. In Ethiopia, the State adopts the eco-racist representations of international institutions such as IUCN, UNESCO and WWF for being recognized on the international scene and established, therefore, on a territory namely "national". Thus, in these three countries, national park appears as a place of struggle. Space of daily life converted in a space of temporary visit, it legitimates the exertion of a concrete and symbolic violence on local and surrounding populations.