Thesis advisor: Rebecca J. Lowenhaupt / As the population of students with at least one foreign-born parent increases in US schools, educators play key roles in supporting them. The anti-immigrant context during the Trump era has heightened the urgency for all US educators to understand the experiences of their immigrant-origin students and respond accordingly. Discourses about immigrant-origin students have profound implications on how their educators understand and support them. In this study, I explored the nature of the discourses educators privilege and perpetuate when working with immigrant-origin students. I studied two distinct contexts with varying community reflections of the national conversation during the Trump era. I proposed the following questions: How do educators in two different immigrant-serving districts make sense of their immigrant-origin students’ experiences in an anti-immigrant sociopolitical context? What larger discourses about immigrants and immigrant-origin students do educators reflect as they make sense of their immigrant-origin students’ experiences? Through a thematic analysis of 10 educator interviews from each district, I found that three key factors influenced educators’ sensemaking about their immigrant-origin students’ experiences: 1) comparison of immigrant-origin students to non-immigrant-origin peers, 2) responsibility towards deeply understanding immigrant-origin students’ experiences, and 3) personal and professional identity and experiences with immigrants and immigration. A critical discourse analysis of policy documents and language related to supporting immigrant-origin students surfaced different defining discourses about immigrant-origin students on federal, state, and district levels. The findings led to three key insights: 1) Educators made sense of their immigrant-origin students’ experiences through existing individual and collective mental models of immigrants and immigration, or lack thereof, 2) The location, student demographics, and sociopolitical backdrop of each district context heavily influenced individual educators’ discourse about immigrant-origin students’ experiences, and 3) Power can be shared between federal, state, and district-level entities in order to create more humanizing and culturally sustaining environments for immigrant-origin students. The conclusion includes implications related to these key insights. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A dissertation submitted in partial fulfillment of the requirements for the degree of Masters in Counseling Psychology Faculty of Art at the University of Zululand, 2007. / The objective of this study was to describe the difficulties faced by homosexual students, their perception and understanding of social discrimination. A phenomenological approach was employed. The sample consisted of 10 participants, 7 males and 3 females. All participants were registered students at the University of Zululand in Kwa- Dlangezwa, Kwazulu-Natal Province. The results were presented in the form of an integrative text, which accounted for all the individual variations of difficulties relating to their sexuality as gay and lesbian students. The findings of this study revealed the following themes : homophobia, discrimination, difficulties in the process of coming out, lack of respect for diversity, violation of their constitutional rights, labeling and the need for conducting workshops geared towards educating students at the university in order to understand diversity and celebrate difference and also challenging a biased heterosexist culture through education.

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this thesis was to investigate the influence of the dental school environment upon certain attitudes of dental students. An initial attitudinal profile of beginning first-year dental students was established by means of the Allport-Vernon-Lindzey Study of Values. Using the same instrument, pre-test and post-test profiles were established for dental students at the beginning of the third year and after eight months of clinical exposure. A cross-sectional comparison was made of the initial profile of the first-year students with the pre-test and post-test profiles of the third-year students. A significant difference, at the .05 level of confidence, was observed in a comparison of the religious values of the first-year students with the pretest of the third-year students. No significant differences were observed in the other five values. In addition, no significant differences in any values were observed when the first-year students were compared to the post-test of the third-year students. A longitudinal comparison of the pre-test and post-test profiles were made. No significant differences were demonstrated for the entire sample and for each quartile in any of the six areas with which the Study of Values is concerned. Additional information was gathered for the third-year students by using a questionnaire. The questionnaire revealed dissatisfaction and frustration with various aspects of the dental school environment. Within the defined limitations of this study, it appears that the sample of third-year dental students at Indiana University School of Dentistry did not demonstrate measurable changes in values despite an indication of dissatisfaction and frustration with the dental school environment. From the answers to the questionnaire, it seems likely that some of this frustration could be reduced by an educational approach which would provide clearly stated course objectives and criteria for evaluation, earlier clinical exposure, elimination of repetitive course content, more individualized instruction, and more informality in the teaching-learning environment.

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Much research about the adaptation of Chinese international students focuses on challenges and stresses they experience in their adjustment to the host country, a perspective that is largely negative and pessimistic (Yeh & Inose, 2003). Although resilience, highly congruent with positive psychology and broadly defined as successful adaptation to adversity, has been studied among several populations, it has not been widely applied to these students. This study employs the cultural-contextual theoretical framework of resilience to gain an understanding of the resilience of 16 Chinese international students by examining: (1) How do these Chinese international students view challenges? (2) What resources do these Chinese students view as helpful in overcoming challenges? (3) How have their individual identities been negotiated and transformed? (4) What are their subjective views of success? The interviews revealed four leading challenges for these Chinese international students across different contexts: English, loneliness, relationships, and academic challenges. The participants identified intrinsic and extrinsic, cultural, and contextual resources they perceived helpful and important for them in overcoming challenges. They additionally described their transformed identities in personal, social, and cultural dimensions. The study revealed students’ patterns of navigation and negotiation, and their personal views on success, views that were dramatically different from what they saw as traditional Chinese success. This study expands the conceptualization of resilience from a cross-cultural to a more contextual understanding. This understanding might be helpful to provide more efficient assistance, build more effective intercultural communication, or even design more updated intervention programs for Chinese international students. / Thesis (Ph.D, Education) -- Queen's University, 2013-08-29 19:53:56.25

The research problem was to determine the perceived mean self-concept attitudes of academically at-risk students in Coordinated Vocational Academic Education (CVAE) cooperative education programs with at-risk students in regular academic programs as measured by the Piers-Harris Children's Self-Concept Scale.

by Wong Yu-fai, Tommy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Wong Yu-fai, Tommy. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purposes of the study --- p.6 / Chapter 1.3 --- Significance of the study --- p.7 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Literature review related to teacher competence --- p.9 / Chapter 2.2 --- Literature review related to teachers' inferences of students' multidimensional self-concept --- p.24 / Chapter CHAPTER 3 --- METHOD / Chapter 3.1 --- Framework of the study --- p.34 / Chapter 3.2 --- Research questions --- p.36 / Chapter 3.3 --- Data Analysis --- p.37 / Chapter 3.4 --- Subjects --- p.38 / Chapter 3.5 --- Instruments --- p.42 / Chapter 3.6 --- Procedures --- p.48 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- The Self-Perception Profile for Adolescents --- p.49 / Chapter 4.2 --- Correlations between teachers' inferences of students' self-concept and students' self-concept --- p.60 / Chapter 4.3 --- Correlations between teacher competence and discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.66 / Chapter 4.4 --- Relative contribution of teacher competence in interpersonal skills and teacher competence in classroom procedures towards predicting the discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.70 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Students' self-concept --- p.74 / Chapter 5.2 --- Teachers' inferences of students' self-concept and students' self-concept --- p.77 / Chapter 5.3 --- Relationship between teacher competence and discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.80 / Chapter 5.4 --- The relative contribution of teacher competence in interpersonal skills and teacher competence in classroom procedures towards predicting the discrepancies between teachers' inferences of students' self-concept and students' self-concept in different domains --- p.81 / Chapter CHAPTER 6 --- CONCLUSION --- p.85 / REFERENCES --- p.89

This research takes as its starting point the role of the media as a major influence on the way people understand and interpret events, focusing on media coverage of Asian international students in New Zealand. The thesis investigates the differences between media accounts of Asian international students and students' own perceptions of their experiences, using both quantitative and qualitative methods.This topic has become one of high community interest since 1999 when the New Zealand Government changed its education policy to encourage the expansion of the export education industry, leading to the number of international students increasing rapidly. Many of these students are teenagers and come from non-English-speaking Asian backgrounds to study in universities, colleges, high schools and private institutions in New Zealand. As well as the obvious effects on the New Zealand economy, the presence of these students has also influenced New Zealand culture. For example, many international students have homestay experiences with New Zealand families. This meeting of different cultural backgrounds introduces both sides to different value systems, lifestyles, beliefs and customs. This cultural diversity not only challenges international students to adapt themselves to New Zealand society, but also provides an opportunity for native New Zealanders to understand the incoming cultures. For Asian international students in particular, this process can be problematic and their behaviours have been closely scrutinised by the media.

Thesis (M.S.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Nov. 18, 2009). Includes bibliographical references (p. 46-51).