Abstract This qualitative study is designed to examine how the 8 university students (from 8 different secondary schools) define their high school experiences. The study focuses on how the 8 study participants’ unique identities shape their experiences of secondary schooling. The three paradigms, students’ heterogeneity, multiple worlds, and identity conceptually framed the study. Through the focus group interactions and two sets of individual interviews, each student’s unique identity and agency were revealed; both individual-social-collective entities that were developed in relations to others. The other sources of data were school websites, relevant media reports on schools and their communities, and policy documents on academic and international baccalaureate programs; finally, field notes were also taken. In so doing, the research critically explores participants’ voices on heterogeneity, multiple worlds of family, neighbourhood, peers,cultural and multicultural identities. Finally, the 8 young people also reflect on their 8 schools, their academic programs, overall educational experience, and particularly, how young people articulate their belonging in high schools. Findings of the study suggest that participants’ identities of who they were often echoed their class, race, and ethnicity, and in turn, affected their academic engagement and identity. Despite the public invitation of all schools on their websites for students to participate in the school communities, the participants painted an altogether different picture; not all adolescents had equal access to schooling. The study makes recommendations for policy-makers, schools, and their districts which address the issues of inequity raised in this study. Specifically, schools need to be aware of the cultural,socioeconomic, and ethnic issues and the challenges that are in the way of minority adolescents’ progress so that secondary schools can extend their support to low income and immigrant students.

Abstract This qualitative study is designed to examine how the 8 university students (from 8 different secondary schools) define their high school experiences. The study focuses on how the 8 study participants’ unique identities shape their experiences of secondary schooling. The three paradigms, students’ heterogeneity, multiple worlds, and identity conceptually framed the study. Through the focus group interactions and two sets of individual interviews, each student’s unique identity and agency were revealed; both individual-social-collective entities that were developed in relations to others. The other sources of data were school websites, relevant media reports on schools and their communities, and policy documents on academic and international baccalaureate programs; finally, field notes were also taken. In so doing, the research critically explores participants’ voices on heterogeneity, multiple worlds of family, neighbourhood, peers,cultural and multicultural identities. Finally, the 8 young people also reflect on their 8 schools, their academic programs, overall educational experience, and particularly, how young people articulate their belonging in high schools. Findings of the study suggest that participants’ identities of who they were often echoed their class, race, and ethnicity, and in turn, affected their academic engagement and identity. Despite the public invitation of all schools on their websites for students to participate in the school communities, the participants painted an altogether different picture; not all adolescents had equal access to schooling. The study makes recommendations for policy-makers, schools, and their districts which address the issues of inequity raised in this study. Specifically, schools need to be aware of the cultural,socioeconomic, and ethnic issues and the challenges that are in the way of minority adolescents’ progress so that secondary schools can extend their support to low income and immigrant students.

This thesis deals with diversity and diversity management. The aim of this work is to analyze how are young people affected by supporting diversity and implementation of diversity management by the company and see what awareness students have of diversity and diversity management, what attitude have young people towards diversity in the workplace and opinions of young people on discrimination in the workplace. Quantitative research was chosen as analysis method. The students of economics were selected as target group. Research has shown that students have a very good knowledge of diversity. Awareness of diversity management among students and graduates is relatively high but only few of them have met with this concept in practice. Most of students think that diversity management has a positive effect on the performance of the company and they consider increasing creativity and innovation of employees as the biggest advantage of this concept. When choosing a job offer companies which promote diversity of employees are considered more attractive.