xviii, 150 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation examined how cultural influences transmitted within the familial context impact the psychological adjustment of ethnic minority youth through the development of an observational measure of ethnic-racial socialization. Specifically, a behavioral observational paradigm and companion coding system were developed to examine ethnic-racial socialization processes among 140 American Indian, African American and European American adolescents and their families. Despite its interactional nature, to date there are no observational measures of ethnic-racial socialization, highlighting the important contributions of this study. This study was conducted in a series of phases. Phase I consisted of measurement development through use of qualitative data. Qualitative information from cultural informants was incorporated to develop two observational paradigms (observed family discussions on Family Culture and Coping with Discrimination) and an accompanying coding system. Phase II examined the underlying factor structure of this observational measure through confirmatory and exploratory factor analytic techniques. The Discrimination Paradigm derived the ethnic-racial socialization dimensions: (a) Proactive Preparation, (b) Racial Awareness, (c) Promotion of Mistrust, and (d) Other Group Orientation. The Family Culture paradigm derived: (a) Cultural Socialization, (b) Ethnic Heritage Exploration, (c) Family Centeredness, and (d) Spiritual Involvement. In Phase III correlational analyses supported convergent and ecological validity of the observed dimensions for American Indian and African American youth, but not European American youth. Phase IV examined the mediational effects of the observed measures, suggesting that among American Indian and African American youth, observed ethnic-racial socialization is central to the relationships between family context, discrimination, ethnic identity and youth adjustment. In Phase V, moderation effects indicated that only for American Indian youth, observed ethnic-racial socialization significantly reduced the impact of discrimination on youth adjustment. Last, Phase VI analyses revealed that observed dimensions uniquely contributed to adolescent problem behavior above and beyond the effect of discrimination and familial contextual factors among American Indian and African American youth. In sum, these findings support the reliability and validity of the observed ethnic-racial socialization measures, and suggest its promising capability to efficiently capture important, observable, transactional familial processes of ethnic-racial socialization that are integral to the development of cultural resilience. / Adviser: Thomas, J. Dishion

M.Cur. (Nursing Science) / Please refer to full text to view abstract

Thesis advisor: Audrey A. Friedman / Much of the research on doctoral students’ experiences is reported quantitatively from national studies across disciplines or in the form of abstractions about ways in which institutions might improve graduate education (e.g., Golde & Dore, 2001; Nerad, 2004). Qualitative, empirical research exploring the reasons for doctoral graduates’ career choices is limited, especially for doctoral students in the field of education. Given that ~ 50% of doctoral graduates pursue careers outside of academia, it might be beneficial for institutions of higher education to prepare their doctoral students for the careers they ultimately choose. After teaching high school English for seven years, I decided to pursue a PhD in Curriculum and Instruction because I thought I might want to become a teacher educator. My experience in the doctoral program challenged my expectations, and after completing coursework, I returned to the high school classroom. This dissertation sought to understand the experiences of doctoral students who earned PhDs in Curriculum and Instruction and chose to return to or remain in K-12 settings as opposed to pursuing careers in academia. I applied narrative inquiry (Clandinin & Connelly, 2000) and autoethnography (Denzin, 2014) as methodologies to present an exploratory, multiple-case study (Yin, 2014) of six graduates (and one almost-graduate) from a Curriculum and Instruction doctoral program. Written narratives, individual interviews, documents, and artifacts provided the data for this study. Findings reveal the factors that influence students’ experiences in the doctoral program, as well as their ultimate career choices, which include: a commitment to and passion for public education, the financial implications of pursuing a career in academia compared to one in K-12 schools, the specific requirements of the program (e.g., coursework, assistantship, and dissertation), the misconceptions upon entering the program, and the ability to share new knowledge within K-12 schools. Participants overwhelmingly agreed that the knowledge and skills they developed during the program impacted their practice in positive and powerful ways. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

"Socializing influences in the elementary school have been a major concern of educators in all ages. It is universally accepted that during the first six grades of a child's life in school that his patterns of interaction with his home, with other children in the community and in the classroom, and with the adults who guide him, as well as his health and study habits are formed. Years of observing, reading, and studying the factors and influences in the lives of boys and girls and their teachers and principals have served to increase the interest in and the appreciation for those activities, conditions, and characteristics which bring about desirable socialization and individuation of the learner"--Introduction. / "August, 1950." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under the Plan II." / Includes bibliographical references (leaves 52-55).

Indiana University-Purdue University Indianapolis (IUPUI) / Nationwide, there has been a trend for acute care facilities to hire a greater percentage of new graduate registered nurses (GRNs). It has been estimated that in acute care 42% of newly hired Registered Nurses (RNs) are likely to be new graduates; and turnover rates for these new hires can range between 35 and 60 percent. A high turnover rate of RNs can have several negative consequences including increased cost in training and recruitment, and decreased quality of patient care. Current literature has identified challenges that occur during the transition period between being a student and becoming a registered nurse. There is a gap in the literature regarding an understanding of the experience of the newly graduate RNs and an understanding of when GRNs feel like they are fully functioning as an RN and part of the health care team. A Hermeneutic Phenomenology study was conducted in a 500 bed acute care facility in Northeast Ohio. Ten GRNs agreed to participate in the study and completed one-on-one interviews with the researcher. Themes that emerged focused on the process of transitioning into the role of RN. Participants discussed challenges of the new RN role, especially their first code experience. Major themes that emerged included: self-esteem and confidence, development of critical thinking, mentoring, bullying, amount to learn, and high expectations.

Thesis (M.S.)--Massachusetts Institute of Technology, Alfred P. Sloan School of Management, 1982. / Bibliography: leaf 91. / by William F. Fowble. / Thesis (M.S.)--Massachusetts Institute of Technology, Alfred P. Sloan School of Management, 1982.

The primary purpose of this thesis is to determine the relationship between the psychological variable of locus of control and childhood socialization processes. Socialization processes investigated are of two types: a) direct socialization by parents to particular behaviors and b) indirect socialization (I.E., maternal employment). Differences in race, gender and SES are expected to be related to significant differences on locus of control scores.

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