Dissertations / Theses on the topic 'Student segregation'
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1
Rehnberg, Johan. "School Segregation in Stockholm : Trends and Effects on Student Achievement." Thesis, Stockholms universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104329.
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This study aims to give an overview of school segregation in Stockholm and its development during the period 2000 to 2010. Further, it aims to examine the effects of school segregation on student achievement. The first part of the study uses register data to measure segregation in schools from 2000 to 2010, the second part utilizes the Stockholm School Survey 2010 for measuring student demographics and school achievement. The examination of school segregation in Stockholm reveal a substantial segregation between schools, on both levels of non-native background and parental education. The trends have been stable for segregation on non-native background and decreased slightly for parental education from 2000 to 2010, however, they both remain at relatively high levels. Multilevel analysis show that student school achievement is negatively impacted by increased concentration of students with disadvantaged characteristics, i.e. higher levels of students with non-native background and lower levels of parental education. The results also indicate that non-native students are more negatively affected by these effects. Further, the analysis tests for threshold effects of segregation, but no such effects can be identified and it seems to be more or less linear, higher degree of segregation leads to stronger effects. It is concluded that differences between schools have an unequal and unfair effect on student school achievement.
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Zuma, Buhle. "The social psychology of self-segregation the case of university student friendship groups." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11129.
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Includes bibliographical references.Against the contrasting backdrop of the ideal and value of social inclusion captured by the image of a ‘Rainbow Nation’ in South Africa and the academic record of self-segregation, the main objective of this study is to identify social and psychological factors and processes that influence the formation of racially heterogeneous and racially homogeneous social relations. The study uses first year students naturally forming friendship groups as ‘case studies’. The study is both empirical and theoretical. The empirical component is furnished by qualitative interviews conducted over an academic year in 2011. The theoretical component is found in relating the data to a knowledge fund that extends beyond social psychology to include sociology, political science, historical and contemporary socio-political South African literature and issues. The study is important because while there is now a large body of research that shows the benefits of friendships for intergroup relations we still know relatively little about the factors that facilitate or hinder the formation of friendships outside of laboratory settings. The study specifically explores the relation between ‘race’ and class at the intergroup, institutional and societal levels and how these different levels of analysis come to bear on everyday intra- and intergroup relations. At the center of all this are collective projects of identity rearticulation and reproduction. Some of the study findings can me summarised as follows. Much of what goes on within the university context in the participants lives can be summarised as the reproduction of social and psychological worlds revolving around social identities. It was demonstrated that even where opportunities for intergroup interactions were available their actualisation was mediated by the meanings and interpretations that participants had learned to associate with intergroup contact. In this regard the study joins with work that draws attentions to the importance of emotions in intergroup contact. The study goes some way in trying to understand the place, role and uses of ‘race’ and class and their interdependence at the level of everyday relations. This is important because a great deal of social psychological work has left this labour in the hands of sociology, anthropology and economics.
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Jones-Sanpei, Hinckley Ann Orthner Dennis K. "School choice, segregation, and academic outcomes educational trajectories under a controlled choice student assignment policy /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,626.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Public Policy." Discipline: Public Policy; Department/School: Public Policy.
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Riddle, Philip. "Contexts Matter: The Relationship Between School Wide Student Demographics and Graduation Rates." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3102.
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Nearly 60 years after the Supreme Court Decision in Brown, segregation is still an ingrained facet of American public education. This study investigated the extent to which these continued patterns of segregation influenced graduation rates from high school. The study used data provided by the Virginia Department of Education (VDOE) on the 2011 graduating cohorts in 302 public high schools across the state. The results indicate that graduation rates for all students vary significantly as a function of the overall socioeconomic and racial composition of high schools. In addition, low-income students are significantly more likely to graduate in low-poverty high schools and minorities are significantly more likely to graduate in high schools that are not highly segregated by race. Finally, school level demographic variables explain a significant, independent share of the variance in graduation rates among high schools. These results lend weight to policies designed to integrate high schools as a way to equalize educational opportunity.
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Holmin, von Saenger Isabelle. "Perceived teacher support and student psychosomatic health complaints : Exploring the role of schools' student composition and gender." Thesis, Stockholms universitet, Institutionen för folkhälsovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157532.
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Mental health problems have increased among adolescents in Sweden and research suggests that contextual matters could be of importance over and beyond individual socio-demographic characteristics. One such social context is school, where both the student composition of the school and its support can influence student health. This study explored the distribution of psychosomatic health complaints (PHC) and perceived teacher support (PTS) as well as the association between PTS and PHC, across school segregated profiles. It also examined gender differences in these distributions and associations. The study design was cross-sectional, and data came from classroom-surveys within Stockholm municipality of ninth grade students in 2014 (n=4904). Linear regression analyse was applied. Results showed that average levels of PHC varied across school segregation profiles for girls, while PTS varied for both gender. PTS was negatively associated with PHC for all students, while the strength of association varied across school profiles to the benefit of students in the most privileged schools. Gender differences in these associations was also observed. Conclusions were that school context, based on the student composition of the school, and its provided support was linked to psychosomatic health complaints among students in Stockholm and that gender played a role in understanding pathways in these associations.
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Smith, Paula Louise Hairston. "African American students' perceptions of a public university a qualitative study /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164746381.
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Wetstein, Kenneth Allen. "Student experiences during the 1954-1955 merger of Harris and Stowe Teacher Colleges." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2005. http://etd.umsl.edu/r1001.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Olivares, Yvonne. "Are all groups created equal? What role do different types of groups play in changing aspirations?" Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187036098.
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Hasselqvist, Haglund Anna. "Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.
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In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.
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Jormfeldt, Johanna. "Skoldemokratins fördolda jämställdhetsproblem : Eleverfarenheter i en könssegregerad gymnasieskola." Doctoral thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9870.
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The general question in this dissertation is whether the democracy of schools is carried out in a gender equal manner in Sweden’s gender segregated upper secondary school. Students’ experiences of school democracy are measured using the dimensions of influence, discussion and legal rights. Three different explanatory factors are considered: the significance of gender, gender context and the character of the school programmes for these experiences. The study is based on student responses to a poll conducted in the top form classes of Kronoberg County’s upper secondary schools during the school year 2008/2009. The results of a series of regression analyses show that neither gender, gender context or programme character alone had an affect on experiences of school democracy. However, the more males present in a teaching environment, the poorer the experiences of influence and discussion are when all of the three explanatory factors are controlled for. In addition, the school programmes having male-coded character content particularly stand out favourably regarding school democracy. The number of males is usually high in such programmes and therefore the negative effects of male representation cancel out the positive effects of programme affiliation unless an explicit division is made of both of these aspects. Thus, keeping gender context and programme character separate is very important with studies of school democracy, since significant effects otherwise remain hidden. The study demonstrates that school democracy is important for students. Those students who have good experiences of school democracy perceive the school environment as significantly better than those who have poor experiences of school democracy. Concerning secondary effects, it appears that experiences of school democracy have different implications for learning among female and male students. There is a negative relationship between male experiences of influence and their grades in Swedish and Maths, while female experiences of discussion seem to show a positive covariance with grades. There is no relationship found in the data between students’ daily experiences of school democracy and their thoughts on voting in the upcoming parliamentary election.
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Morales, Rubio Luis Enrique. "Det symboliska kapitalet på bilder : En jämförelse studie av blider från två kommunala gymnasieskolors hemsidor." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158053.
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Hemsidor är väldigt populära idag. Där finns mycket information som påverkar vårt sätt att handla, tänka och interagera. Samtidigt kan hemsidorna ha information som kan analyseras och tolkas på olika sätt med hjälp av olika teorier. Denna studie utgår från Bourdieus socialaklassteori och Basil Bernsteins teori om pedagogiska identiteter. Studien analyserar två gymnasiehemsidor. Bilden av den goda eleven studeras noggrant samt de olika stereotyperna på hemsidorna. Denna studie gör en diskursanalys av sexbilder som pekar på elevernas aktiviteter på två kommunala skolor och på skillnader mellan dem. Det gäller en kommunal gymnasieskola i centrala Stockholm ochkommunalgymnasieskola i en Stockholmsförort. Studien visar att det finns en polarisering mellan skolorna. Norra Real Gymnasium som är skolan från centrala Stockholm inriktar sig mot samhällets elitoch eleverna därverkar ha mer symbolisktkapital och haraktiviteter som utvecklardetta vidare. Tensta Gymnasium, som är gymnasieskolan iförorten,fokuserar mest på integrationgenom att göra aktiviteter som utvecklar elevernasätt att integrera sig i samhället. Det är ganska vaga aktiviteter såsomattklistra in olika färger frånhänderna på väggen.Website pages are very popular today. There is a lot of information that affects our way of shopping, thinking and interacting. At the same time, the websites may have information that can be analyzed and interpreted in different ways using different theories.This study is based on Bourdieu's social class theory and Basil Bernstein's theory of educational identities. The study analyzestwo high school websites. The image of the good student is studied carefully as well as the different stereotypes on the websites. This study makes a discourse analysis of six images that points to the students' activities at two municipal schools and on differences between them. This applies to a municipal upper secondary school in central Stockholm and municipal upper secondary school in a Stockholm suburb. The study shows that there is a polarization between schools. Norra Real Gymnasium, which is the school from central Stockholm, focuses on society's elite and the students there seem to have more symbolic capital and have activities that further develop this. Tensta Gymnasium, which is the secondary school in the suburb, focuses most on integration by doing activities that develop students' ways of integrating themselves into society.It's quite vague activities like sticking paper hands of different colors on a wall.
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Waters, Columb. "Catholic secondary school students and their values : intolerance, segregation, damage to community cohesion?" Thesis, Liverpool Hope University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722149.
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Gray, Kelli Lynn, and Kelli Lynn Gray. "Through Their Eyes: Narratives of Students' Lived School Experiences of Segregation and Desegregation." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621144.
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This dissertation documents the oral historical narratives of the lived school experiences of eleven participants in school at the passing of Brown v. The Board of Education. It is organized as a three-article dissertation where each article examines one topic that surfaced during my research. Article One critically interrogates the idea that integration over segregation is always in the best interest of students. It describes the positive experiences of Black students in segregated schools. Article Two describes the type of care Black teachers in segregated schools showed their students, which had a positive impact on their lives both academically and socially. It is this type of care that is often times missing in classrooms with White teachers in integrated schools. Article Three is a reflection about my journey as a Black, bilingual teacher in a teacher preparation program at a predominately White university. It highlights the importance of Black teacher voices in teacher preparation programs.
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Alexander, Lameez. "The spaces between us : a spatial analysis of racial segregation amongst university students." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/7795.
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Includes bibliographical references (leaves 162-182).The contact hypothesis asserts that contact between groups can lead to a reduction in prejudiced attitudes if such contact occurs under favourable conditions. Yet, in desegregated settings where a fair amount of interracial contact is expected to occur, the problem of "illusory contact" persists. In these contexts, the appearance of integration is undermined by de facto segregation. The present research investigated the resilience of segregation as an informal mechanism for reinstating racial boundaries, in the absence of official policies on racial separation. Two studies and a multi-method approach were employed.
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Welander, Amanda, and Anna Maria Kahlin. "Diskursanalys av skoldebatten i svensk press åren 1994 och 2013 : "det är eleverna som har rätt att välja skola, det är inte skolan som har rätt att välja elever"." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20946.
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In the two years 1994 and 2013 the focus of the Swedish media in the school debate has been on segregation, freedom of choice, and support for weak students. In 2013 while the media was still united on the above issues the overall emphasis is on profitability. In 1994 the focus was more on weak students who in 2013 are considered unprofitable. The purpose of this essay is to study the Swedish media and their debate on Swedish schools and witch concepts related to "one school that fits all" in the year 1994 and also in 2013. We have analysed related articles and their concepts, norms, and values to see if there are any differences between their focus on the said issues in the two years. We have also studied the ideas and concepts that came under scrutiny and discussion in these two years, and shall investigate if there are differences in the debates conducted in 1994 and those conducted in 2013.
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Johnson, Robert Russa Jr. "The Addisonians: The Experiences of Students Who Attended Lucy Addison High School." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72900.
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Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that were segregated by race and attended only by Black students. Lucy Addison operated as an all-Black high school from 1928 until 1970 in two different buildings. Roanoke's secondary schools were desegregated in 1963. Addison was integrated in the fall of 1970 and closed in 1973.
The purpose of the study was twofold. The primary purpose was to document the experiences of the graduates of the classes of 1963-70 of Lucy Addison High School. The secondary purpose was to determine if the supports found in the research literature about all-Black high schools prior to desegregation were present in the Lucy Addison students' experiences during the years between desegregation and integration. The supports are (a) the importance of a spiritual foundation, (b) high expectations from school administrators and teachers, and (c) parent and community support.
Six common themes emerged from the interviews with participants. They were: (a) the importance of a spiritual foundation, (b) high expectations from teachers and administrators, (c) parent and community support, (d) school leadership, (e) attitudes on segregation and integration, and (f) school pride. These themes helped answer the four research questions that guided the study.
After conducting interviews with the graduates, their accounts confirmed that the supports identified in the literature regarding all-Black high schools were present in their school experiences. The importance of a spiritual foundation, high expectations from teachers and administrators, and parent and community support could easily be seen in the experiences of all 16 students who attended Lucy Addison High School from 1963-1970.
Upon reflection on the study, the researcher made certain recommendations for further study. The recommendations for further study revolve around the continued documentation of experiences of Lucy Addison High School students, conducting a study of Lucy Addison High School as an integrated school from 1970 to 1973, and assessing the reason why Lucy Addison High School was allowed to stay open as an integrated high school.Ed. D.
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Greyling, Sean Andrew. "Rhodes University during the segregation and apartheid eras, 1933 to 1990." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002397.
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In 2004 Rhodes University celebrated its centenary. At a Critical Tradition Colloquium opportunity was given to explore the university’s past. In particular, its liberal image was questioned and its role during apartheid brought under scrutiny. This thesis investigates the questions raised at the Colloquium. It aims to cover the whole apartheid era in one coherent narrative by addressing the history of Rhodes during that era and how it handled issues of race and politics. It begins in 1933, when the first black student applied to Rhodes, and ends in 1990, when apartheid was drawing to a close.
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Shannon-Baker, Peggy A. "Microaggressions, Self-Segregation, and Performing Gender: Exploring Undergraduate Students’ Culture Shock in a Study Abroad Program." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447690476.
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Schultz, Marilyn K. ""Listen, no segregation here" : students' usage of language in a multicultural course at a historically black university /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060140.
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Wright, Travis. "The Chicago Area Friends of SNCC, the Coordinating Council of Community Organizations, and the Chicago Struggle for Freedom During the 1960's." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555429355618047.
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Isaza, Castro Jairo Guillermo. "Occupational segregation, gender wage differences and trade reforms : empirical applications for urban Columbia." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44798/.
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This DPhil thesis comprises three empirical essays that survey the evolution of gender differences in the labour market of urban Colombia since the 1980s. The first essay examines the evolution of gender segregation using occupational indices between 1986 and 2004, and presents a decomposition of their changes over time using a technique proposed by Deutsch et al. (2006). We find that a substantial proportion of the reduction in segregation indices is driven by changes in both the employment structure of occupations and the increasing participation of female labour observed over these years. The second essay assesses the effects of occupational segregation on the gender wage gap in urban Colombia between 1984 and 1999. The empirical strategy involves the estimation of a counterfactual distribution of female workers across occupations, as if they had been treated the same as their male counterparts. This provides a basis to formulate a decomposition of the gender wage gap in which the explained and unexplained portions of the gender distribution of jobs are explicitly incorporated. The results indicate that the unequal distribution of women and men across occupations actually helps, on average, to reduce gender pay differences in urban Colombia, particularly in the ‘informal' segment where the labour income differential between women and men is the largest. The third and final essay examines the effects of trade liberalisation on the gender composition of employment across manufacturing industries in urban Colombia from 1981 to 2000. The empirical strategy involves a comparison of estimates drawn from different panel data techniques. As a main finding, we verify that increasing trade flows are associated with higher proportions of female employment.
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Morrow, Joshua B. "Co-Designing with Veteran Students:Incorporating Co-Design Thinking to Understand Current and Future Experiences of Veterans in a University Environment." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523558953618592.
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Washington, Carrie Smith. "A Study of Former Negro High School Students, Teachers, and Administrators in the Piedmont Area of North Carolina." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/682.
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This is a qualitative study of the perceptions of a purposeful sample of 27 individuals who were students, teachers, or administrators in North Carolina Negro high schools in the period from 1934 to 1966. I interviewed all of them personally or by telephone. All interviews were tape recorded, and the tapes were later transcribed by an individual who was familiar with the speech patterns of the interviewees. A commercial software program was used to help me identify any themes that emerged from the interviews.
One main theme was that the conditions of buildings and equipment varied with the particular high school and the time period. Participants’ comments indicated that facilities were substandard because they were old, had not been maintained adequately, or lacked indoor plumbing. A second theme was that students said they had taken a wide range of courses in their senior years, including English, history, mathematics (algebra and trigonometry), science (biology, chemistry and physics), foreign languages (French and Spanish), home economics, and several secretarial or business courses. Responses were mixed about how well the students were prepared for employment, but several students said they were well prepared for college. A third theme was that former students indicated that their parents, teachers, and administrators had worked together effectively to offer supportive environments for students. The fourth theme was that, although the quality of education for black students in general had improved after desegregation began, in some cases desegregation had caused problems for academically talented black students who aspired to go to college. Some expressed the opinion that their teachers had cared more about them than is now the case. A fifth theme was that, although several of the former students said they favored maintaining desegregated public schools, some of them also expressed the hope that more schools attended by blacks would become neighborhood schools. It was the consensus that the federal government was the cause of desegregating Negro high schools altogether. There was a lack of consensus about whether the overall situation of black students had improved or worsened as a result of desegregation.
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Röllgårdh, Ellen. "Värdekonflikter vid mottagandet av nyanlända : En fallstudie av mottagningssystemet kring nyanlända elever i Uppsala kommun." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295845.
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The thesis seeks to examine how newly arrived students are welcomed and introduced to the Swedish school system in Uppsala municipality. When organizing the structure of integrating immigrant children, municipalities in Sweden use different models. Depending on the model, different values are favored such as integration/segregation and collectivism/individualism. Through interviews and textual analysis the model used in Uppsala is studied as an example of how municipalities choose to organize the structure around newly arrived students. The results show that the ambition in the organization in Uppsala is to actively use integration promoting arrangement in their every day work as well as they’re aiming to find individual solutions for each and everyone. The reality, however, reflects a lack of awareness about to what extent individual arrangements are in fact carried out and the special needs an immigrant child might have in comparison to other children. The mere existence of the school unit LYSA, which is responsible for children who have not yet received a placement in one of the permanent schools in the city, is also a drawback in achieving the ambition of the municipality, as LYSA is a separate unit that makes integration harder.
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Norton, Star Adrianna. "Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/101971.
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This qualitative study reflects the researcher's aim to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. This purpose lies in the researcher's attempt to thoroughly and accurately capture a time in history after desegregation was mandated, Freedom of Choice plans were implemented or being created, and integration was occurring across the nation, Virginia, and Franklin County. This study is guided by the research question: What were the experiences of students and staff who were part of Lee M. Waid School during the years 1963 to 1970? The researcher followed the 10-step interview protocol of Creswell and Poth (2018) and adapted 15 interview questions from Johnson's (2015) dissertation The Addisonians: The Experiences of Graduates of the Classes of 1963-70 of Lucy Addison High School, An All-Black High School in Roanoke, Virginia. The interview questions were slightly adapted to suit the researcher's study to gain insight about student experiences at Waid School. The researcher purposefully selected 14 participants by looking at existing data through the use of primary documents and snowball or chain methodology. Fourteen of the participants were former students of Waid School and two were former faculty members of Franklin County Public Schools. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education.Doctor of Education
The purpose of this study was to shed light on the experiences of Black students during desegregation in Franklin County, Virginia. The researcher aimed to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. The voices of the participants and their stories add to the breadth of literature and body of knowledge on the desegregation process. Before the completion of this study, the perspectives and experiences of participants had not been formally documented. A brief review of the literature on the history of Black education at the national, state, and local levels provides essential background information for historical context leading to the desegregation of United States public schools. An overview of southern segregated schools provides insight into the supports and values held within all-Black schools before and after the initiation of the desegregation of schools. The examination of student experiences during desegregation provides critical insight on America's pathway toward equity in education, the effect of desegregation from the student perspective, and the remnants of segregation that still exist today in American public schools. Through a qualitative case study, the researcher conducted interviews with former students and stakeholders of Lee M. Waid. The researcher reviewed primary documents such as yearbooks, newspaper articles, and other documents provided by participants. Through interviews with participants, (a) high expectations from teachers and administrators, (b) parent and community support, (c) familial attitudes or beliefs about segregation and integration, (d) school pride, and (e) each participant meaningfully reflected on their individual school experiences during desegregation. The themes identified in the study are similar to those identified by other researchers who have explored the initial desegregation of schools and the supports and values held within segregated schools. One of the recommendations of this study encourages additional research and documentation of student experiences during desegregation. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education.
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Lindström, Petra, and Annelie Sundberg. ""När jag blir stor vill jag jobba som...." : Om genusmedvetenhet och vägledning i skolans tidigare år." Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7858.
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Vår studie, som omfattar sex intervjuer, fokuserar på genusmedvetenhet hos vägledare. På vilket sätt de arbetar med genus i mötet med elever för att vidga perspektiv och på vilket sätt de kan tänka sig att arbeta med att skapa en genusmedvetenhet hos elever i år 4-6. Vårt resultat visar att genusmedvetenhet är ett svårt begrepp som har olika betydelse för vägledarna. Vägledarna menar att de inte arbetar på ett planerat genusmedvetet arbetssätt idag men vi ser att de omedvetet arbetar med genusperspektivet genom olika aktiviteter. I arbetet med elever i år 4-6, vill vägledarna bidra på olika sätt med att vidga elevernas perspektiv gällande självuppfattning, yrken och arbetsmarknad. Sammantaget visar resultatet på att vägledarna är positivt inställda till att vara en bidragande faktor för att öka möjligheten till att elevers val grundas på det ”fria valet”, inte utifrån kön.
Our study, which comprises six interviews, has focus on awareness of gender among counsellors. How they work with gender in the meeting with students to wide the student’s perspective and in which way they imagine to work to be able to create a awareness of gender in intermediate level. The result of the study shows that awareness of gender is a difficult conception which has different meaning for the counsellors. The counsellors mean that the ways they work today are not a planned way of working but we see that they are unaware of it. They work with gender in different ways. At the intermediate level the counsellors like to contribute in different ways to wide the student’s perspective concern self-knowledge, occupation and labour market. All in all the result shows that the counsellors have a positive attitude to take part in the work, to increase the possibility for students to make choices based on the “free choice” and not based on their sex.
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Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.
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Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada.
At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society.
This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.
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Burstion-Young, Michelle R. "“Let’s Stay Together: Racial Separation and Other Coping Strategies Among African American High School Students Attending Predominately White Schools.”." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1231817941.
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Cline, Terry Lee. "An Evaluation of the School Choice Plan in Charlotte-Mecklenburg Schools and its Perceived Effects on Academic Achievement for all Students." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29106.
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Does ethnicity of the student prevent equal levels of learning at an equal pace? Are schools required to teach all children effectively, no matter what their socio-economic status, gender, or ethnicity? Educators and researchers have longed for the answers to these questions. For years, educators have been looking for ways to teach children in schools that are racially identifiable and have the highest percentages of children on free and reduced lunch. School districts that have choice as a way of assigning students are increasing the number of racially identifiable schools. In Charlotte-Mecklenburg Schools, a choice plan was implemented in June 2001. That plan created more schools of poverty within the district. The district also offered additional resources, teacher incentives, and financial assistance as a way to leverage the student make-up of the school district and the individual schools at all levels.Ed. D.
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Gussarsson, Ida. "Inkludering som mål för skolans specialpedagogiska arbete : Ett dilemma mellan styrdokumentets direktiv och verkligheten i klassrummet." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21082.
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The society’s view of pupils with needs of special support in nine-year school has changed over time in Sweden. The teachers’ views of the pupils have had an influence of how the special education process is designed. The aim with my paper is to make a comparative study of how special education teachers in rural schools and schools in Stockholm have designed their work with pupils with needs of special support. Another aim is to investigate whether the special educators, that I have interviewed, perceive any change in design of special education while they have been working as teachers. For my study, I have used interview as a method. I have interviewed seven special education teachers from six different schools, which constitutes the empirical material for my analysis. The theory I have used for the analysis of my empirical material consists of two different perspectives on how special education teachers look at pupils and the design of support for them. The first perspective says that the separate, special education should compensate the pupil for its shortcomings (“excluding”) while the other perspective is critical against the first one and points out that the regular education is the best solution for all pupils’ needs and conditions (“including”), with support from relevant resources. The result of the study shows a similarity between the schools included in my investigation. My conclusion of the investigation is that there are no differences how the special education is conducted, regardless geographical differences. The result from my interviews shows also a change of the view of the pupil and how society and curriculum treat pupils with needs of special support.
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Tann, Henry Elgie. "An analysis of intervention programs and their effects upon the achievement of black graduates of predominantely white and black high schools." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/74219.
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The purpose of this study was to compare the academic performance of black freshmen at Virginia Polytechnic Institute and State University who had graduated from predominantly black and predominantly white high schools after their involvement in Intervention Programs on selective variables with those students who have graduated from black and white high schools who did not participate in these programs.
Four groups were created for this comparison: Group A--those students who graduated from black high schools and participated in Intervention Programs; Group B--those students who graduated from predominantly black high schools and who did not participate in these programs; Group C--those students who graduated from predominantly white high schools and who participated in Intervention Programs; Group D--those students who graduated from predominantly white high schools and who did not participate in these programs.
The 4 groups were compared on their mean high school grade point average (HGPA), Scholastic Aptitude Test (SAT) scores, math and verbal, the Test of Standard Written English (TSWE) scores, and freshmen cumulative grade point average (FGPA).
A two-way analysis of variance (ANOVA) was conducted for type of school graduated, predominantly black or white, and participation or non-participation in Intervention Programs. Also a Pearson product-moment correlation coefficient (Pearson correlation) was performed to ascertain relationship between HGPA and FGPA. In addition, a Pearson correlation was performed between FGPA and the following variables: amount of financial aid, citizenship, family income, and kinds of financial aid.
The findings revealed the following:
Even though black students who participated in Intervention Programs had significantly lower high school grade point averages and standardized test scores, after l year, students who had participated in Intervention Programs mean FGPA was not significantly different from those students who had not participated in these programs. The results showed that there was an association between participation in Intervention Programs and improved academic. performance.
Even though black graduates of predominantly white high schools had higher standardized test scores than did black graduates of predominantly black high schools, these higher test scores did not translate into a higher mean freshmen grade point average.
Graduates of predominantly black high schools who came from low-income families did better academically than did graduates of predominantly white high schools who came from low-income families.
Students who received financial aid had a higher mean freshmen grade point average than did students who did not receive financial aid.
Graduates of predominantly black high schools had a slightly higher mean grade point average, from high school through college, than did graduates of predominantly white high schools.
For students who participated in Intervention Programs, their high school grade point averages were not good predictors of their college grade point averages. In general, students who participated in Intervention Programs faired as well as students who did not when compared for academic survival. However, for students who did not participate in these programs, their high school grade point averages were good predictors of their college grade point averages.Ed. D.
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Oberhauser, Dan. "The Impact of Teacher Perceptions on the Acculturation Strategies of Refugee-Immigrant Students." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559036247619507.
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Castejón, Company Alba. "Expectativas docentes, agrupamiento del alumnado y segregación escolar. Una etnografía en entornos de alta complejidad social en Cataluña." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/405667.
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Esta tesis doctoral tiene como objetivo explorar las expectativas docentes y las prácticas pedagógico-organizativas de atención a la diversidad en educación secundaria –específicamente de agrupamiento del alumnado– para profundizar en la comprensión de las prácticas docentes y la experiencia del alumnado, y analizarlos en términos de desigualdad y justicia educativa.
En España, y concretamente en Cataluña, la ambigüedad de la normativa que regula el agrupamiento del alumnado, así como la autonomía pedagógica que promueve la misma, ampara a los centros educativos para que puedan agrupar a los y las jóvenes de formas diversas. Así, a pesar de estar en un sistema formalmente comprensivo –esto es, que contempla un periodo de escolarización común con un currículum equivalente para todos y todas las jóvenes hasta los 16 años–, existen mecanismos informales de diferenciación educativa, como el «agrupamiento por niveles», que ponen en cuestión los principios de la comprensividad y comprometen la equidad del sistema.
La tesis analiza la configuración de creencias y expectativas docentes en dos centros educativos de alta complejidad social, así como las prácticas de agrupamiento del alumnado que se desarrollan en los mismos, con un doble objetivo. Primero, estudiar las expectativas y creencias docentes en centros donde existe una segregación escolar elevada, y entender de qué manera la composición social constituye, o no, un elemento explicativo relevante para las prácticas que se desarrollan. Segundo, comprender cómo funcionan los agrupamientos del alumnado, por qué se aplican, qué mecanismos se activan a la hora de explicar sus impactos y qué consecuencias tienen.
La tesis se basa en una etnografía desarrollada en dos institutos de educación secundaria en Cataluña, situados en una ciudad del cinturón metropolitano de Barcelona, y con altos porcentajes de población inmigrante y de clase trabajadora. Mientras que en términos de composición social los casos de análisis son muy similares, éstos se diferencian por las formas de organización del alumnado, en concreto por el modelo de agrupamiento del mismo: en uno de ellos existe un agrupamiento homogéneo o por niveles desde el inicio de la educación secundaria, mientras que en el otro se desarrolla un modelo de agrupamiento heterogéneo. El trabajo de campo se llevó a cabo en el curso académico 2014-2015. Durante el periodo de observaciones etnográficas en los diversos espacios y tiempos escolares (aulas, recreos, excursiones escolares, reuniones de profesorado, etc.), se llevaron a cabo entrevistas en profundidad con los profesionales de los centros y con los y las jóvenes.
Los resultados de la tesis están orientados a identificar similitudes y diferencias entre los dos institutos, situados en un mismo contexto normativo y con una composición social similar. Los tres primeros capítulos de resultados tienen un foco específico en las relaciones entre la composición social de los centros y las prácticas de agrupamiento del alumnado, examinando las expectativas y creencias del profesorado, las lógicas institucionales, y las prácticas docentes en el aula. El cuarto capítulo de resultados examina la vivencia subjetiva de los y las jóvenes, eso es, cómo éstos viven su día a día en la escuela, como lo interpretan y qué consecuencias tienen estos aspectos para su experiencia escolar.
La tesis pone de manifiesto que las expectativas del profesorado son importantes mecanismos que contribuyen a la reproducción de las desigualdades, que el agrupamiento por niveles intensifica dichas desigualdades, y concluye que, en contextos y escuelas de alta complejidad social, es imprescindible una apuesta de la administración educativa para abordar las desigualdades que se producen y reproducen en el seno de las mismas.This doctoral dissertation studies teacher expectations and school organizational practices –specifically those related to student grouping– to understand teacher practices and students experiences, and analyse them in terms of inequalities and justice. The research is focused on secondary schools in Catalonia (Spain) where the comprehensive nature of the system is formally established by law. Despite the formal recognition of a common curriculum until the end of compulsory education (16 years old), grouping practices are not explicitly regulated and are, thus, decided at the school level. The formal comprehensive and inclusive model cohabits with informal mechanisms of educational differentiation (such as ability grouping), which call into question the principles of the comprehensive model and threaten the equity of the system. The purpose of this research is twofold: first, to study teacher expectations in highly segregated schools, and determine how social composition constitutes, or not, an explanation for the practices that are carried out; and second, to understand how grouping practices work, which elements are involved in grouping decisions, which mechanisms underlie their impacts, and which consequences they have. Ethnographic work was conducted in two secondary schools located in a city in the metropolitan area of Barcelona, with a high percentage of ethnic minority and working class students. While in terms of social composition both cases are similar, they show significant differences regarding the type of student grouping: in the first school, students were grouped by ability from the beginning of secondary education and, in the second, students were taught in mixed ability groups. The field work was carried out during one academic year (2014-2015) and included on-site ethnographic observation in different school spaces and times (classrooms, playground, day trips, teachers’ meetings, etc.) and semi-structured interviews with school staff and students. Results are oriented to identify similarities and differences between schools in the same regulatory context and having a similar social composition. The first three chapters of results are focused on the links between the schools’ social composition and grouping practices, examining teacher expectations, school rationales and teaching practices. The last chapter of results analyses how students lead and interpret their daily lives at school and the consequences for their school experience. This research shows that teacher expectations are important mechanisms that contribute to the reproduction of inequalities, that ability grouping increases such inequalities, and concludes that, in socially disadvantaged contexts and schools, a commitment of the educational authorities is imperative to address the inequalities that are produced and reproduced within them.
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Lindholm, Sebastian. "Facebook as a tool to integrate : A qualitative- and quantitative historically contextual analysis of the use of Facebook among international students at Stockholm University in 2011 – and how they use it 10 years later in 2021." Thesis, Stockholms universitet, JMK, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194049.
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This research study investigates if and how international students in Stockholm, Sweden use Facebook as a tool to make friends and integrate themselves within their new society. To gather information and data for the first part in 2011 a qualitative- and a quantitative approach was used. An online survey was applied to gather numerical data and in-depth interviews were conducted for the qualitative insights. Ten years later, in 2021, follow-up interviews were done with the interviewee subjects of the qualitative data gathering. This to contextualize the findings from 2011, as well as put in perspective with scholarly insights about Facebook and international students presented between the years 2011 and 2021. During the first part of the study, in 2011, Facebook had been available outside the United States for five years and not a significant amount of research had been conducted on the subject. Findings indicated that international students in Stockholm used Facebook to a wider extent when having arrived in a new country. Additional findings showcased that Facebook usage increased in terms of using the site to retrieve information about events and activities. Findings from both 2011 and 2021 showcased that Facebook and other social media applications are mainly used as means to maintain existing relationships, not to search for new friends. Findings also indicated that messenger services have obtained user patterns that originally existed on traditional social networks, such as Facebook. More research must be done on the topic to state whether these findings hold any statistical truthfulness. Suggested topics for further research are included in the conclusions and discussion section of this paper.
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McClusky, Beverley. "Investigating the relationships between education and culture for female students in tertiary settings in the UAE." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1974.
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This research is about the higher education of Indigenous Emirati women and how they balance the intricate demands of higher education with the social customs of a traditional society and the expectations placed on women. The study sought to identify and comprehend the issues which have affected the educational changes that are taking place, including culture, gender, religion, the influence of Western education processes, and the desire of an Indigenous population to raise their educational practices to an internationally recognised benchmark.
The research was aimed at providing insights into the distinctiveness of this group of women from their social and educational perspectives, and provides an alternative view of Emirati women, altogether different from the media stereotypes which have largely become accepted as representations of Arab women. It offers educators and researchers a deeper understanding of the relevant issues, and challenges preconceptions of educated women’s contribution to the workforce in a 21st century Gulf Arab nation. The experiences articulated about their educational encounters in a variety of pre-university environments, their reflections on contemporary university life, and the impact of Westernised influences on higher education in the UAE are put under the spotlight.
This qualitative study was undertaken within a constructivist, interpretive paradigm. A total of 43 media students were surveyed and interviewed to understand more about their attitudes and opinions on education and culture. Areas under consideration related to educational environments, learning styles and students’ relationships with teachers, as well as matters relating to cultural identity, cultural sensitivity and gender capital. The analysis extends the sparse knowledge and prevailing attitudes about Arab women held by many Western nations, and unearthed important factors, such as alignment of choosing a university with the established ethos of a conservative religious society. High school experiences, critical thinking, and English language skills all affected success at university. Emirati dress code was seen as an issue of personal choice and encapsulated Emirati identity, while being covered was not regarded as subjugation but as an expression of distinctiveness and leadership. Approval, deference and respect for the family underpinned most decisions about educational preferences and career choices. Attitudes towards financial recompense, job selection, finding a satisfactory work/life balance to sustain a traditional lifestyle and participate in the economic development of the UAE, were all pertinent considerations for this group of undergraduate women.
This research argues that higher education and Emirati culture are intrinsically linked, and the relationship between these two tenets influences the perspectives, and opinions of Indigenous undergraduate Arab women enrolled in a media course.
In highlighting the experiences of women’s transition from higher education to achieving personal goals and becoming effective members of the workforce, the thesis challenges preconceived opinions of educators and external agencies. In the UAE, the result has been significant societal change due to economic development, higher education and the national desire to create a workforce of highly educated females. Nevertheless, these changes are inherently directed by the powerful yet subtle influences of this traditional society, and how far female graduates will go to alter their familiar way of life.
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Barakat, Mohammed, and Rolf Östergren. "”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5597.
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Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information).Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
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Eriksson, Malin. "Undervisning av elever i behov utav särskilt stöd : Fyra skolors arbetssätt." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1242.
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Today’s schools agrees that there are students that are in need of special help in school, but how this help best connects to the students can the schools not agree about.
That’s why I in this essay have chosen to look closer at four different compulsory schools and they’re teaching of students requiring special help. I choose to look at two community schools and two open schools.
The aim with this essay is to see if the teaching of students in need of special help is different or the same on the four schools. One of the theories that I have used is Haug´s theory about segregated and included integration.
In my essay I have used qualitative research interview. I have interviewed one person from each school management.
The result shows that it is not the way the schools teach the students that is important, instead the schools see the contacts between families and the school and the personals attitude agents the students as the most important factor when they work with this students.
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Lachhein, Laura-Renée. ""Stämningen i den nya klassen är så tråkig, nedstämd och deprimerande..." : Barns perspektiv på byte till en specialutformad skola för elever med neuropsykiatriska funktionsnedsättninger... en narrativ analys." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138484.
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I denna kvalitativa intervjustudie undersöktes hur barn med neuropsykiatriska funktionsnedsättningar beskriver flytten från en vanlig skola till en specialutformad skola. Det undersöktes i vilken utsträckning barnets perspektiv beaktades under processen av skolbytet. Studiens övergripande fynd visar att elever med neuropsykiatriska funktionsnedsättningar har begränsat aktörskap och låg delaktighet i skolan och att bytet till en specialutformad skola har konsekvenser för barnens identitetsformering. Med hjälp av den narrativa analysen framkom att eleverna upplever en dålig situation i den gamla skolan, där de inte får den hjälp de behöver. Elevernas delaktighet och inflytande åsidosätts och de har svag röst i fråga om bytet till en annan skola och de sällan deltar i beslut som berör dem. Studiens resulat tyder på behovet att reflektera om hur skolans verksamheter skulle organiseras så att alla barn får den hjälp de behöver, beakta barns rätt att själv utöva makt över sitt eget liv och att delta i beslutsfattande processer som rör dem samt att beakta barnets perspektiv vid alla skolrelaterade överväganden.
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LIAO, WEI-CHOU, and 廖偉舟. "A student with visual impairment whose experiences of growth and study from inclusive education to segregation education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ttq64m.
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Treewanchai, Sinad. "Essays on economics of school and residential choices." Thesis, 2014. http://hdl.handle.net/2440/84677.
Full textAbstract:
This thesis studies school and residential choices when private schooling is available and attending a public school is free of charge but requires a residence in the school attendance zone. Each of the three chapters focuses on different issues. The first chapter develops a model of competition between neighbourhood (public) schools and private schools. A model is presented in which a school’s quality is determined by the average ability of the student body. Private schools set their own tuition and admission policies to attract particular types of students. All schools are equally effective in providing any given school quality. The theoretical results show that in equilibrium private schools cream skim relatively richer and higher ability students and produce higher school qualities than public schools even though neighbourhood schools also generate segregation among public school students. A policy implication is that price subsidisation to private schooling would intensify the cream-skimming problem in this environment. This is likely to worsen the welfare of students who are left in the public sector as public schools lose relatively higher ability students to the private sector. The second chapter argues, by developing a simple multiple jurisdiction model, that price subsidisation for private education can be a Pareto improving policy if (i) school quality is measured by levels of educational services, (ii) private education is more costly per unit, (iii) the level of educational services of public schools within a jurisdiction is determined by majority voting of the residents, and (iv) the housing capacities of jurisdictions cannot accommodate perfect segregation among heterogeneous households. The third chapter studies school and residential choices when there are frictions in housing markets and agents only value school quality during the early stages of their lives. An overlapping-generation model is developed to explain the relocation of agents across frictional housing markets due to different valuation and quality of local amenities such as public schools. There exist steady-state equilibria in which young agents who value school quality and live in a location with a low-quality public school have a potential to move to another location with a better public school. With frictions, some of such young agents who are willing to relocate get stuck in the low-quality school location and obtain relatively low life-time utility. The equilibria exist under sufficiently high differences in public school qualities across locations. For individuals, the benefits of moving into a good school location are not only derived from school quality but also from the resale value of the house once school services are no longer valued. Equilibria exist in which increasing the quality of the low-quality school improves the total welfare but affects agents across locations differently. In addition, when relatively good quality private schools are available, the young house buyers are better off while some old house owners are worse off due to a reduction in the returns from house sales.Thesis (Ph.D.) -- University of Adelaide, School of Economics, 2014
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McKay, Clare Elizabeth Anne. "A history of the National Union of South African Students (NUSAS), 1956-1970." Thesis, 2015. http://hdl.handle.net/10500/20088.
Full textAbstract:
The aim of the National Union of South African Students (NUSAS) was to represent the interests of all South African students nationally and internationally. The challenge then to the liberal NUSAS leadership was how to meet the demands of black students for a politically relevant policy while simultaneously retaining the loyalty of its white middle class and often conservative membership. In 1957, the black University College of Fort Hare returned to NUSAS to participate in the national union’s campaign against the imposition of apartheid on the universities. Consequently, NUSAS adopted the United Nations Universal Declaration of Human Rights as the foundation of its policy. Sharpeville and the increasing number of black students associated with NUSAS contributed to the further politicisation and leftward movement of the national union.
The emergence of two new exclusively African student organisations together with the decision of a student seminar in Dar es Salaam that NUSAS be barred from all international student forums as its demographics precluded it from representing the aspirations of the black majority was the pretext for a far-reaching interrogation of NUSAS’s structure and functioning. Henceforward NUSAS would play a ‘radical role’ in society. This played into the hands of the government and its proxies, the new conservative students associations which sought to slice away NUSAS’s moderate to conservative white membership. The arrest of current and former NUSAS officers implicated in sabotage provided more grist to the right wing mill. In an attempt to manage this most serious crisis, as well as to continue functioning in the increasingly authoritarian and almost wholly segregated milieu of the mid-1960s, NUSAS abandoned its ‘radical role’ and increasingly focussed on university and educational matters.
Nonetheless, the state intensified its campaign to weaken NUSAS. By means of legislation, the utilisation of conservative student structures and the intimidation of university authorities, the government attempted to ensure that segregation was applied at all NUSAS-affiliated universities. It was the application of segregation by cowed university authorities that precipitated the New Left-inspired student protests at NUSAS-affiliated campuses in the late 1960s as well as the establishment of the separate black South African Students Organisation, the latter leading to the exodus of all black students from NUSAS.History
D. Litt. et Phil. (History)
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Ralfe, Elizabeth Mary. "An investigation into the classroom related schemata of trainee teachers educated at racially segregated schools." Thesis, 1997. http://hdl.handle.net/10413/3368.
Full textAbstract:
This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged.Thesis (M.A.)-University of Natal, 1997.
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(9712952), Yaser Saleh R. Almalki. "CAN STUDYING ABROAD CHANGE THE ATTITUDE OF SAUDI MALES ON SEX SEGREGATION?" Thesis, 2020.
Find full textAbstract:
This study aimed at investigating the divergence
in attitudes between Saudi students who have lived in the United States for
four years or more compared to Saudi students who have not lived outside Saudi
Arabia for more than a three-month period. A survey was designed based on the
main aspects of Saudi culture for this study as surveys are found to be the
most common means for measuring attitudes. Two samples of Saudi students were
recruited, one sample included students who have lived in the United States for
four years or more, and the other sample consisted of those who have not lived
outside Saudi Arabia for more than three months. A statistically significant difference
between the two samples was found; students who have lived in the United States
for four years or more were found to be more tolerant than those who have not
lived abroad for more than three months towards the issue of sex segregation in
mixed environments.
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Venzant, Terah Talei. "Tracking segregation : experiences of African American high school students in low- and high-track math and English classes /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223737.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2417. Adviser: Wanda Pillow. Includes bibliographical references (leaves 366-377) Available on microfilm from Pro Quest Information and Learning.
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Welton, Anjalé DeVawn. "Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2803.
Full textAbstract:
Low-income students of color have the difficult task of navigating their educational pathways in an era of resegregation, where they have higher chances of being tracked to lower academic courses (Mickleson & Heath, 1999) and are more likely to attend low-performing, racially and socioeconomically isolated high schools (Orfield & Lee, 2005). Research promotes the positive educational outcomes of integrated school settings (Wells, 1995), but limited research contextualizes (Wells, 2001) the experiences of low-income students of color in these settings. In light of research on the impact of the racial and socioeconomic composition of a high school on students’ educational outcomes, this dissertation used social capital and network theory to examine how networks of opportunity in accessing postsecondary resources differed between one integrated and one high poverty, high minority high school. Interviews of students and faculty identified by students as institutional agents (Stanton-Salazar, 1997)—individuals who connect students to postsecondary resources—helped frame the two high school portraits (see Lawrence-Lightfoot & Davis, 1997).
Without systematic supports in both the integrated and segregated high school settings, only a select group of students were tied to resources that would lead them to their postsecondary aspirations. Students connected to postsecondary resources were at a structural advantage due to opportunities, such as enrollment in advanced placement (AP) courses, which would help broaden their networks of opportunity. In contrast, most students without the same structural advantages as high achieving students often felt lost navigating high school, disconnected from academics, and misdirected in navigating their postsecondary trajectories.
Consequently, although the integrated high school was perceived as the gateway to accessing better educational opportunities, stratification occurred, tracking low-income and students of color to non-college preparatory courses. Therefore, low-income and students of color who transferred to the integrated high school in search of better educational opportunities received limited academic preparation similar to what was offered to them in their former low-performing, high poverty, high minority high school. The findings suggest that without both institutional and structural transformations and systematic supports, school integration alone is not the single element to offering greater educational opportunities to low-income and students of color.text
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Martínez, Manuel active 2013. "Literature circles : Latina/o students' daily experiences as part of the classroom curriculum." Thesis, 2013. http://hdl.handle.net/2152/24071.
Full textAbstract:
After the Mexican-American war, the educational experience of Mexican and Mexican -American students was one of segregation, discrimination, and inequalities. Latina/o histories and funds of knowledge have not been historically part of the classroom curriculum. Although scholars, educators, and social movements have challenged such inequalities, they still persist. Students became objects of the educational process. New theories and educational practices, such as critical pedagogy, have helped empowered students to become aware of their situation and encouraged students to become social agents of change. Literature circles, an educational practice of critical pedagogy, enable educators to provide students with an educational experience where they become the Subjects of their own learning; thus, transforming their educational experiences.text
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Wells, Rossano Strike. "Spatial density : the pervasive nature of racial segregation in the new democratic South Africa : 'a descriptive study of how a sample of students at the University of KwaZulu-Natal (Pietermaritzburg) use social space'." Thesis, 2004. http://hdl.handle.net/10413/2593.
Full textAbstract:
The present study investigated the nature of desegregation as observed by the use of space by the diverse racial groups at the University of KwaZulu-Natal (Pietermaritzburg). The researcher observed and recorded participants as they used the Hexagon Cafeteria at the University. Observations and systematic recordings were conducted in the first week in term on Monday and Tuesday over four consecutive weeks. Participants were recorded as they sat at a table and when they left the table. Their race, gender, time and table number were captured, forming data for the final analysis. The study revealed that black students were the least represented race group, in number, and were the mostly segregated from the other racial groups. Perhaps this study would have yielded different results if there were a higher proportion of black students throughout the six-day observational period. Indian students were the majority at the Cafeteria in comparison to other racial groups. It seems that the Hexagon Cafeteria is a popular meeting place for most Indian students. It can also be speculated that the Hexagon Cafeteria appears to be an ideal meeting place for most female students as they outnumbered the male students throughout the six-day observational period. Despite persistent racial segregation, points of contact (integration) were observed between the three racial groups.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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Sitaprasertnand, Nutthamon. "School social work in immigrant-dense areas of Amadora, Portugal and Gothenburg, Sweden: Challenges of students from immigrant backgrounds and perspectives of social work practice." Master's thesis, 2021. http://hdl.handle.net/10071/24255.
Full textAbstract:
The schools in immigrant-dense areas attended by students from immigrant backgrounds are vulnerable to educational inequality and further social exclusion. This research aims to discover the perspectives of school social workers towards the challenges of students and their social work practice. The research opted for Amadora, Portugal, and Gothenburg, Sweden, as comparative case studies to enrich understanding of school social work in predominated immigrant areas in the European context. The study applied a qualitative-comparative case study methodological approach, semi-structured interview for data collection, thematic and comparative methods for analysis. The educational challenges of students in schools reported by respondents range from economic, language, family, academic, emotional well-being, and residential mobility aspects. In terms of professional perspectives, most social workers do not stigmatize the immigrant background to determine students’ success in school integration. Social work is not practiced differently based on the backgrounds of students from the professional perspective. There are more similarities than differences in many aspects between Amadora and Gothenburg. Still, the differences between the two appeared from a different structure, resource, and operation of the social work profession in each country.As escolas em áreas de grande concentração de imigrantes frequentadas por estudantes de origem imigrante são vulneráveis à desigualdade educacional e a uma maior exclusão social. Esta investigação visou conhecer as perspetivas dos assistentes sociais escolares em relação aos desafios apresentados pelos estudantes e à sua prática de trabalho social. A investigação elegeu a Amadora, Portugal, e Gotemburgo, Suécia, como estudos de caso comparativos para enriquecer a compreensão do trabalho social escolar em áreas de residência da população imigrante no contexto europeu. O estudo aplicou uma abordagem metodológica de estudo de caso qualitativo-comparativo, entrevistas semi-estruturadas para a recolha de dados, e análise de conteúdo temática e comparativa. Os desafios educacionais dos estudantes nas escolas, relatados pelos assistentes sociais entrevistados, incluem aspectos económicos, linguísticos, familiares, académicos, de bem-estar emocional, e de movimento residencial. Em termos de perspectivas profissionais, a maioria dos assistentes sociais não estigmatizam a origem dos imigrantes para determinar o sucesso dos estudantes na integração escolar. O trabalho social não é praticado de forma diferente com base no background dos estudantes do ponto de vista profissional. Há mais semelhanças do que diferenças em muitos aspetos entre Amadora e Gothenburg. Ainda assim, as diferenças entre os dois surgem das diferentes estruturas, recursos e funcionamento da profissão de assistente social em cada país.
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Ralejoe, Malehlanye Constrantinus. "The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities." Thesis, 2016. http://hdl.handle.net/10500/24439.
Full textAbstract:
Scholars emphasise the pivotal role that teacher perceptions play in the success of inclusive education (IE). Using Bourdieu’s (1985-1999) three conceptual tools of habitus, field and capital as a theoretical framework, this qualitative case study was designed to investigate secondary school teachers perceptions of IE – particularly with regard to the inclusion of children with disabilities in mainstream schools in the Maseru District of Lesotho. Data were collected using rural and urban focus-groups’ interviews. After analysing the data using categorical indexing, and discourse and comparative analysis methods, seven overriding themes emerged: teacher philosophical understanding of IE, teacher inclusion experiences and challenges, teacher classroom practices, teacher opinions about IE, key elements of IE, advantages of IE, and disadvantages of IE.
Both focus groups demonstrated similar, but diverse conceptualisations of IE: as an integration movement requiring students to adapt to the school environment; as a segregation movement justifying special schools for students with severe disabilities; and as an education-for-all movement requiring that schools adapt to individual learner needs. The teachers understood that IE had social benefits for learners who could not reap its academic benefits. They used their traditional nurturing approaches to teach learners with different abilities – such as by memorisation of concepts and maximising peer interactions for the purpose of peer tutoring. However, the teachers’ insistence on corporal punishment and forcing learners to speak English in schools seemed to compromise their inclusion efforts. The study also found that despite the culturally influenced, positive and nurturing instincts of teachers in relation to supporting the education of children with disabilities, they were confronted with numerous challenges. These included: lack of knowledge and skills to effectively implement IE, lack of resources, lack of collaborative support from parents and government, and lack of incentives to boost their morale.
It is recommended that teachers be equipped with theoretical knowledge of IE and with practical skills to implement it. Pre-service and in-service training was recommended in this regard. It is also recommended that all stakeholders in Lesotho secondary education bring together their resources, expertise, knowledge and enthusiasm – in an effort to make IE in Lesotho both successful and sustainable.Inclusive Education
D. Ed. (Inclusive Education)