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Thesis (PhD (Education )--University of Stellenbosch, 2008. / 352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures. / ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.

The bibliography will comprise books, current magazines, annuals, and bulletins available in the North Texas State College Library. Some publications from other libraries in the area will also be included; namely, the Texas Woman's University Library, Denton; the Dallas Public Library; the Fort Worth Public Library; and Southwestern Medical College Library, Dallas. The bibliography is intended primarily for freshmen majoring in art, although the publications will be of value also to those students minoring in art.

Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem. Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection. Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.

Lee, Shuk Ling Candy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 180-193). / Abstracts in English and Chinese; appendix C also in Chinese. / Abstract --- p.i / Abstract in Chinese --- p.iii / Acknowledgment --- p.iv / Table of contents --- p.v / List of tables --- p.viii / List of figures --- p.ix / Chapter Chapter 1 --- Introduction / Chapter 1.1. --- Background of this study --- p.1 / Chapter 1.2. --- Purpose of this study --- p.4 / Chapter 1.3. --- Scope and delimitation --- p.4 / Chapter 1.4. --- Organization of thesis --- p.5 / Chapter Chapter 2 --- Literature Review / Chapter 2.1. --- Introduction --- p.8 / Chapter 2.2. --- Rape as a sexual offense --- p.8 / Chapter 2.2.1. --- The legal definition of rape --- p.9 / Chapter 2.2.2. --- The social definition of rape --- p.12 / Chapter 2.3. --- Rape myths --- p.13 / Chapter 2.3.1. --- The victim is lying --- p.15 / Chapter 2.3.2. --- The intercourse was consensual --- p.17 / Chapter 2.3.3. --- No damaged was done to the victim --- p.18 / Chapter 2.3.4. --- The victim is blamed --- p.20 / Chapter 2.4. --- Rape myths for male victims only --- p.22 / Chapter 2.4.1. --- "Outside of prisons, male rapes are impossible" --- p.22 / Chapter 2.4.2. --- Rapists and victims are homosexuals --- p.25 / Chapter 2.4.3. --- Males victims are weak --- p.26 / Chapter 2.5. --- Dyadic differences in attribution of rape myths --- p.27 / Chapter 2.6. --- Rape myths in Hong Kong --- p.30 / Chapter 2.7. --- Secondary victimization --- p.32 / Chapter 2.7.1. --- Post-traumatic stress disorder --- p.34 / Chapter 2.7.2. --- Underreporting of rape --- p.35 / Chapter 2.8. --- Conversational practice --- p.38 / Chapter 2.9. --- Metaphor and rape ´ب --- p.44 / Chapter 2.10. --- Summary --- p.49 / Chapter Chapter 3 --- Method / Chapter 3.1. --- Introduction / Chapter 3.2. --- Research questions --- p.51 / Chapter 3.3. --- Research design --- p.52 / Chapter 3.3.1. --- Research procedures --- p.52 / Chapter 3.3.2. --- Participants --- p.53 / Chapter 3.3.3. --- Research setting --- p.55 / Chapter 3.3.4. --- Materials --- p.55 / Chapter 3.4. --- The vignette method --- p.56 / Chapter 3.5. --- Data analysis --- p.61 / Chapter 3.6. --- Feminist standpoint --- p.62 / Chapter 3.7. --- Triangulation --- p.62 / Chapter 3.8. --- Summary --- p.62 / Chapter Chapter 4 --- Results and discussion: Dyadic differences / Chapter 4.1. --- Introduction --- p.64 / Chapter 4.2. --- Summary of the goal and procedure of the study --- p.64 / Chapter 4.3. --- Overview of rape myths --- p.65 / Chapter 4.4. --- Dyadic differences --- p.66 / Chapter 4.4.1. --- Distribution of rape myths 一 female rape --- p.66 / Chapter 4.4.2. --- Distribution of rape myths 一 male rape --- p.68 / Chapter 4.4.3. --- Conversational practices --- p.73 / Chapter 4.4.3.1. --- Who dominates the floor? --- p.73 / Chapter 4.4.3.2. --- Male pauses between turns --- p.79 / Chapter 4.4.3.3. --- The effect of the research context --- p.82 / Chapter 4.5. --- Summary --- p.83 / Chapter Chapter 5 --- Results and discussion: Female rape talk / Chapter 5.1. --- Introduction --- p.85 / Chapter 5.2. --- Rape myths in detail --- p.85 / Chapter 5.2.1. --- Rape myth 1: The victim is lying --- p.86 / Chapter 5.2.1.1. --- Women are evil --- p.87 / Chapter 5.2.1.2. --- Women take pride of their sex appeal --- p.89 / Chapter 5.2.1.3. --- Rape is an easy accusation to make --- p.90 / Chapter 5.2.1.4. --- Rape is a shame and should be concealed from anyone --- p.93 / Chapter 5.2.1.5. --- Discussion --- p.94 / Chapter 5.2.2. --- Rape myth 2: The intercourse was consensual --- p.95 / Chapter 5.2.2.1. --- "Women never mean ""no""" --- p.96 / Chapter 5.2.2.2. --- Victims must have struggled hard --- p.97 / Chapter 5.2.2.3. --- Discussion --- p.98 / Chapter 5.2.3. --- Rape myth 3: No damage was done to the victim --- p.99 / Chapter 5.2.3.1. --- Raped women are impure --- p.100 / Chapter 5.2.3.2. --- Rape has done no damage to dissolute women --- p.101 / Chapter 5.2.3.3. --- Discussion --- p.102 / Chapter 5.2.4. --- Rape myth 4: The victim is blamed --- p.103 / Chapter 5.2.4.1. --- The public sphere is dangerous to females --- p.104 / Chapter 5.2.4.2. --- Victims are accused of their reckless behaviors --- p.107 / Chapter 5.2.4.3. --- Good things happen to good people; bad things happen to bad people --- p.112 / Chapter 5.2.4.4. --- Discussion --- p.113 / Chapter 5.3. --- Summary --- p.116 / Chapter Chapter 6 --- Results and discussion: Male rape talk / Chapter 6.1. --- Introduction --- p.119 / Chapter 6.2. --- Male rape myths in detail --- p.119 / Chapter 6.2.1. --- Rape myth 1: Outside of prisons，male rape cannot happen --- p.119 / Chapter 6.2.1.1. --- Male rape is unexpected --- p.120 / Chapter 6.2.1.2. --- The male victim is relatively blameless --- p.122 / Chapter 6.2.1.3. --- Discussion --- p.124 / Chapter 6.2.2. --- Rape myth 2: Rapists and victims are homosexuals --- p.125 / Chapter 6.2.2.1. --- The rapist is homosexual because rape is a sexually motivated crime --- p.126 / Chapter 6.2.2.2. --- Male victims are construed as feminine --- p.129 / Chapter 6.2.2.3. --- Homophobia --- p.132 / Chapter 6.2.2.4. --- Discussion --- p.134 / Chapter 6.2.3. --- Rape myth 3: Male victims are weak --- p.136 / Chapter 6.2.3.1. --- Males should have the ability to resist --- p.136 / Chapter 6.2.3.2. --- Male rape victims are of young age --- p.138 / Chapter 6.2.3.3. --- Discussion --- p.139 / Chapter 6.3. --- Summary --- p.140 / Chapter Chapter 7 --- Results and discussion: Metaphors in rape talk / Chapter 7.1. --- Introduction --- p.142 / Chapter 7.2. --- Metaphors --- p.142 / Chapter 7.2.1. --- Female rape is science; male rape is supernatural --- p.143 / Chapter 7.2.2. --- The rapist is a wolf; rape is preying; the victim is a prey --- p.146 / Chapter 7.2.3. --- The act of rape is holding in the hand --- p.149 / Chapter 7.2.4. --- Rape is war --- p.151 / Chapter 7.3. --- Discussion --- p.152 / Chapter 7.4. --- Summary --- p.158 / Chapter Chapter 8 --- Conclusion / Chapter 8.1. --- Introduction --- p.150 / Chapter 8.2. --- Summary --- p.160 / Chapter 8.2.1. --- How do Hong Kong students of mixed- and same-sex dyads talk about rape? --- p.160 / Chapter 8.2.2. --- How are rape myths constructed through conversations of dyads about female and male rape? --- p.162 / Chapter 8.2.3. --- What metaphors do the dyads use when discussing rape? --- p.166 / Chapter 8.3. --- Limitation --- p.168 / Chapter 8.4. --- Contributions --- p.169 / Chapter 8.5. --- Recommendations --- p.172 / Chapter 8.6. --- Suggestions for further research --- p.176 / References --- p.180 / Appendices / Appendix A Participant information --- p.194 / Appendix B Personal information questionnaire --- p.200 / Appendix C The vignettes --- p.201 / Appendix D Consent form --- p.203

Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for teaching analytical skills. Others become frustrated when trying to teach analysis. But if we do not teach these skills, our teacher candidates will be poorly prepared for success, a problem which will cascade throughout our society, rendering our citizens less educated. In this paper, we describe our efforts to teach analysis in two courses from widely differing subject areas, literacy and mathematics education. We are now requiring teacher candidates to analyze simulated or actual samples of student work. We have developed a sequenced process of analysis education that we believe can be generalized to many other courses

With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine first-generation college students in the summer research portion of the Ronald E. McNair Achievement Program (McNair) at University of Arizona. The qualitative data collected includes in-depth interviewing, observing the students' in-class presentations on the progress of their summer research, and reviewing the students' written work. Drawing on Adult Transformational Learning Theory (Mezirow, 1991) and Gee's writings on student identity (2000) and Discourse (2005), this study primarily addresses the following questions: 1) How do UA McNair students take on and use the Discourse of research during the 10 week summer program? And 2) as they engage in the Discourse of research (in classes, with mentors, with peers, in written work), what academic identity transformations are observed (in the classroom, in interviews, and in written work)? Narrative inquiry (Clandinin & Connelly, 2000) was utilized to organize and examine the data, and research texts consist of academic biographies written for each student. Findings reveal that student transformation is the noticeable difference in the students' utilization and integration of a language system used to describe their summer research and to define their research interests. Defined as the Discourse of research, this becomes the basis for students enacting the identity of undergraduate researcher. As a cohort of nine McNair Scholars, students share the experience of undergraduate research and engage in conversations which address the insecurities they have as first-generation college students. Through this formation of an affinity group (Gee, 2005) and their utilization of the Discourse of research, students engage in critical reflection, reevaluate their academic identities, and begin preparing themselves for their transition from undergraduate students to first-year doctoral students.

Thesis (Ph. D.)--Ohio State University, 2007. / Includes bibliographical references (p. 223-240).

Thesis (MComm)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success. / AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.

The existence of HIV related stigma and discrimination in institutions of learning across the world is well-documented in the literature. It is also well known that factors such as knowledge about stigma and discrimination, fear of infection, social judgment, legal and policy environment act as actionable drivers and facilitators of HIV related stigma and discrimination. However, research works focusing on how various actionable drivers and facilitators are related to different forms of HIV related stigma and discrimination at universities in Nigeria are scanty. The purpose of this study was to explore and describe the individual correlates of HIV-related stigma among undergraduate students at a public university in Nigeria. Methods: Quantitative cross-sectional descriptive design was used. Ethical clearance was obtained from the Research Ethics Committee of the University of South Africa. Permission to access the participants was obtained. The study was conducted at Ambrose Alli University which has a population of over 20,000 students. Informed consent was obtained from the participants. Simple random sampling was used to select 404 participants who were handed self-administered questionnaire. Collected data was analysed using All Pearson Chi-square test and Fishers Exact Test (p<0.05). Validity and reliability were also considered. A total of 391 questionnaires (97%) were returned and considered for analysis. Descriptive summary statistics and cross tabulations were used to analyse The results showed that a high proportion of undergraduate students still have stigmatising behaviours toward people living with HIV. These stigmatising behaviours are associated with certain individual characteristics. Recommendation: There is an urgent need for political leaders and heads of universities to implement policies and programmes that will enhance knowledge regarding HIV AND AIDS and thereby reduce stigmatizing attitudes among undergraduate students. / Health Studies / M.P.H.