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An individual’s years in college are a time of trial and transformation. This dissertation examined college students’ self-created accounts of their time in college in order to identify students’ significant meaning-making activities during those years. Four primary areas of student life were investigated: the rules that students were expected to adhere to, the ways in which students and their class cohorts antagonized one another, hazing, and class competitions. A comparative historical approach was used to analyze student-created accounts of college life in the years 1871-1941. Archival research at a geographically diverse sample of fourteen colleges and universities provided primary source materials created by students, including correspondence, diaries, photographs, and scrapbooks. Collectively, these sources affirm that students derived their significant meaning-making experiences from their extracurricular activities. An additional dimension of the study proposed an extension of the work of sociologist Burton Clark on organizational sagas. An analysis of students’ self-reported experiences suggest that Clark’s notion of organizational sagas extends beyond the bounds of discrete institutions, reaching down to the level of individuals and upward to college students as a collective entity.

Magister Artium - MA / His brown hands, tanned darker than they already were from hours of supervising men shoveling sand and mixing concrete on building sites, gripped the steering wheel. Hendrick Vermeulen drove down Voortrekker Road after a long day's work. He had dropped off the last of the guys with his bakkie and was looking forward to resting. He was enjoying the cool night air blowing up his arm. And there it was, that mountain. There was nothing more to think about it. It meant nothing to him; a big rock, a marker to remind where he was. The rich people were there by the mountain; he was not. He drove on. The sun had gone down and he was making his way home. He looked at his eyes in the rear view mirror, the lines on his forehead more visible than they had ever been. He lived close to the university that he dropped out of thirty years ago. He drove past it often - a reminder of a life he could have had. He was supposed to be a teacher and help his mother move out of the coloured townships and into a nice house, nessie wit mense, like the white people, she would say. She always said that and she laughed, with a cough at the end as she slapped her knee. That was a long time ago. He often thought of the past, but he always made sure he snapped out of it soon enough. No time for that, he thought. And then he saw her, the young· lady walking down the street. He slowed the car. What do you think you are doing, he thought to himself as he idled down the main road. She had a plastic shopping bag and was probably on her way home from the Pick 'n Pay. Student life, he thought. He hardly had a taste of it before the riots and state of emergency and all that. Now he was a contractor. Men like him are not supposed to look at girls walking down the streets going home to their flats. Jissus she was beautiful though, he thought as he stopped at the intersection and she crossed the road. She ran across and as she walked under a street light, he got a better view. A thick, brown coat and black pantyhose and not much else. Heshook his head and laughed. These kids of today. But that's how Chalita used to dress. When they were young themselves and fell in love. They were free. When they had dreams and hopes and she thought that things were still decent and they were going to have a double story and everything will be ...

<p>The purpose of this Masters thesis is to examine the representation of student life in Uppsala in the 1860s and 1870s in memoirs. This purpose is achieved by contextualising the memoirs in two different analyses. In the first, the representation of student life in the memoirs is compared to that in another literary genre, the university novel, and it is found that the two representational forms paint completely contradictory pictures, where in the novels the higher education is depicted as rotten and in dire need of reformation, whereas in the memoirs the system, albeit somewhat flawed, works. The memoirs and the novels thus seem to be competing systems of representation, created in different discourses, wherein the purpose and nature of higher education widely differed. In the second analysis, the examination of the memoirs is based on research concerning the nation building process in Sweden during the 19th century. The representation of student life in the memoirs fits well into this process, the stories of carnivals, of the drill of the special student militia and, especially, of the abundant student male choir singing, creates a picture of students as a defined societal group with a special political agenda. This place in society is idealized, the male choir singers are, for example, depicted as an avant-garde of national consciousness, and depicted as mainly harmonious</p>

The purpose of this Masters thesis is to examine the representation of student life in Uppsala in the 1860s and 1870s in memoirs. This purpose is achieved by contextualising the memoirs in two different analyses. In the first, the representation of student life in the memoirs is compared to that in another literary genre, the university novel, and it is found that the two representational forms paint completely contradictory pictures, where in the novels the higher education is depicted as rotten and in dire need of reformation, whereas in the memoirs the system, albeit somewhat flawed, works. The memoirs and the novels thus seem to be competing systems of representation, created in different discourses, wherein the purpose and nature of higher education widely differed. In the second analysis, the examination of the memoirs is based on research concerning the nation building process in Sweden during the 19th century. The representation of student life in the memoirs fits well into this process, the stories of carnivals, of the drill of the special student militia and, especially, of the abundant student male choir singing, creates a picture of students as a defined societal group with a special political agenda. This place in society is idealized, the male choir singers are, for example, depicted as an avant-garde of national consciousness, and depicted as mainly harmonious

University students experience a range of life events whilst studying. Extensive research has established that university life events (events that are synonymous with studying) can be associated with student dropout from university. However, less is known about what university life events are experienced collectively by student ‘persisters’ (individuals who do not dropout). This study therefore sought to establish when persisters reported (and how they perceived) experiencing university life events. Between-group differences amongst students were considered. Life events have been attributed to personal change which can manifest in a number of ways, including change in career and professionalism. Understanding the associations between life events and career/professional development could serve to enhance the support that a university could provide to students in these areas. Consequently whether/when university life events were associated with students’ career thoughtfulness, decidedness and professionalism was addressed. An Interpretivist epistemological orientation was assumed and a comparative case study design was employed (involving three data collection phases). Phase one (pilot work) employed interviews and repertory grids to identify the range of events that student persisters might experience whilst studying at university; tentative between-group differences were considered. Based upon pilot work findings, three instruments were constructed, piloted and validated (phase two).These instruments addressed 1) university life event experiences; 2) career thoughtfulness and decidedness; and 3) professionalism status. Phase three (main study) involved administering the instruments quasi-longitudinally to students from two fundamentally different courses (‘professional’ (associated with a very well-defined career route and emphasis on specific professional development) and ‘generalist’ (associated with a more open-ended career route and less prescribed professional development)) at the start and end of the academic year. Result accuracy was checked through follow-up interviews with lecturers. III Trends were established between student groups in terms of what university life events were experienced and how these were perceived. Differences in reporting were found based on year group, course type and time of the academic year. Based on collective data, experiences most synonymous with specific stages of studying on a professional or generalist course were identified and are discussed. Different life events were found to be associated with enhanced or reduced career thoughtfulness, decidedness and professionalism throughout the academic year. Findings were considered holistically and an overview of how life events are associated with these areas was presented. Follow-up interviews overwhelmingly supported questionnaire findings. Explanations for findings and result applicability were considered. Suggestions for future work and recommendations are presented.

The presented thesis deals with precieved quality of life among university students, specifically with satisfaction and factors that influence it in subjective evaluation. The aim of the diploma thesis is to find out how the students of the University of South Bohemia in České Budějovice evaluate their quality of life. The research was carried out using the SEIQoL method and a semi-structured interview was chosen as an additional method. The criteria for choosing the respondents was intentional, in this case students of bachelor study of the Faculty of Education, specialization Health Education. The thesis is divided into theoretical and practical part. The theoretical part of the thesis deals mainly with the quality of life, happiness and well-being. The thesis briefly describes the lifestyle and young adulthood period and its characteristics. The practically oriented part is devoted to the research. The resulting data point to the fact that students evaluate their lives positively. The average quality of life index of these students is 72.8 % and the overall satisfaction rating is 72.6 %. From interviews with students I found out which of these life goals are important for the respondents. Respondents mentioned health and healthy lifestyle as the most important goal. All respondents mentioned...

This dissertation follows career-oriented college women over the course of their education in liberal arts programs and seeks to explain why so many of them, in departure from original plans of combining work and marriage, married and became full-time mothers. Using diaries, personal correspondences, and student publications, in conjunction with works from the social sciences, philosophy, and literature, I argue that these women's experiences need to be understood in the context of cultural conflicts over the definition of class, status, and national identity. Mid twentieth-century college women, I propose, began their education at a moment when the convergence of long-contested developments turned campuses into battlegrounds over the definition of the values of an expanding middle class. Social leadership positions came within reach of new ethnic and religious groups at the same time that changes in the dating behavior of educated youth accelerated. Combined, these trends fed anxieties about a loss of cultural cohesion and national unity. In the interest of social stability, educators and public commentators tried to turn college women into brokers of cultural norms who would, as wives, socialize a heterogeneous population of men to traditional mores and values. This interest of the state to hold educated female youth accountable for the reproduction of a homogenous culture then merged with the desire of gender conservative students to legitimate their own identity in the face of challengers. In encounters with peers, women who aspired to professional careers and academic success learned that their gender performance disqualified them as members of an educated elite. Suffering severe blows to their self-esteem as a result of what I call "sex and gender baiting," they reformulated their goals for their postgraduate futures. Drawing on expressions of shame and fear in diaries and letters, I show through women's own voices the severity of the personal conflicts gender non-conformists experienced, offer insights into the relationship between historical actors and cultural discourses, and illustrate how the personal and the intimate shape the public and the political.

This study investigated whether a relationship exists between levels of marital dedication and student-life stress among married undergraduate students. Student-life stress was examined using the Student-Life Stress Inventory (SLI) (Gadzella, 1991). Student-life stress was compared to levels of marital dedication (low, moderate, high) using the Relationship Scale (Stanley & Markman, 1992). Differences in student-life stress were examined between male and female students. In addition, differences in levels of marital dedication were examined between students and spouses. Levels of marital dedication were compared to a national sample of relatively happy and committed couples. Lastly, spouses ranked categories that have had the greatest impact upon them as spouse of students. Ninety married couples (180 participants) at four universities and one community college in the Southeast participated in the study. No statistically significant difference was found on the Student-life Stress Inventory (SLI) between male and female students. In the highly dedicated category, there was a statistically significant difference in levels of marital dedication between students and spouses. A greater proportion of spouses were more highly dedicated than students. No statistically significant difference in overall levels of marital dedication was found between spouses of male and female students. Male students were as equally dedicated to the national sample of males, whereas female students were less dedicated than the national sample of females. Lastly, male spouses scored higher than female spouses on every category concerning areas that have been most greatly impacted by being a spouse of a student. Though Recreation and Housework were highly ranked categories, the only category showing a significant difference was Sex. Husbands were more severely impacted in the Category of Sex than wives. Although previous research found marital dedication to be higher among females than males, this was not the case for student wives. This may suggest that student wives prioritize their academic studies while they are in school. Male spouses struggle with multiple demands while their wives are in school, calling for more attention to preclude the negative marital effects for male spouses.

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