Thèses : « Social sciences -> social sciences -> minority studies »

1

Huen, Bobby K. « Bloggers and Their Impact on Contemporary Social Movements : A Phenomenological Examination of the Role of Blogs and Their Creators in the LGBT Social Movements in Modern United States ». NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/30.

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The Internet is a ubiquitous feature in everyday life, but its application to social movements has yet to be completely understood. This phenomenological study examines the lived experiences of bloggers who focused on the gay, lesbian, bisexual, and transgender (LGBT) movement in the United States to understand the impact bloggers and their work as online activists have on existing LGBT social movement organization and operation. Data collection is gathered from semi-structured and open-ended interviews with four social movement bloggers using web-conference software over the course of three months. The results of this study indicated that internet has empowered individual activists, allowing them to gather a following and share their views to a large audience over the web, independent from existing social movement organizations. Consequently, bloggers and online activists maintain a relationship with existing social movement structure that is both collaborative and antagonistic. The results of this study contribute to the current understanding of social movement organizations as well as the impact of technological innovations on social movement advocacy.

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Lindroth, Alexander, et Maija Östlund. « Att vara minoritet i en mansdominerad idrottskultur : En kvalitativ studie om innebandytränares perspektiv på kvinnors underrepresentation inom svensk innebandy ». Thesis, Umeå universitet, Pedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162813.

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Syftet med studien var att få en bättre förståelse och bredare kunskap om problematiken runt kvinnors underrepresentation som tränare inom svensk innebandy. Inom idrotten är ledarskap ett mansdominerat område och världen över hamnar kvinnor i en minoritetsposition. Studien belyser problemet utifrån en sociokulturell teori med fokus på att förstå de sociala strukturer som format en idrottskultur som är manligt kodad. För att få en fördjupad förståelse har det teoretiska ramverket kombinerats med ett genus- och organisationsperspektiv. Det avgränsade syftet med studien var att genom innebandytränares uppfattningar analysera vad i idrottskulturen och genusstrukturen som har betydelse för att det är fler män än kvinnor som är tränare inom innebandy, samt via innebandytränares uppfattningar undersöka potentiella förändringar som kan vidtas för att öka antalet kvinnor som innebandytränare. Studiens resultat baseras på data skapat genom fyra fokusgrupper med totalt 13 huvudtränare inom innebandy, där både kvinnor och mäns perspektiv på och erfarenheter av problemet inkluderades. Studiens resultat visar bland annat på svårigheter för kvinnor att kliva fram och respekteras som innebandytränare och att kvinnor får ett annorlunda bemötande jämfört med manliga kollegor. Ytterligare ett centralt resultat från studien är behovet av förebilder för barn och ungdomar för att förändra synen på kvinnor i tränarpositioner. Vi kan med stöd från studiens resultat och analys säga att idrottskulturen inom svensk innebandy består av traditionell genusstruktur som skapar mindre möjligheter för kvinnor att bli och vara tränare inom innebandy.

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Graham, David J. « The socio-spatial boundaries of an 'invisible' minority : a quantitative (re)appraisal of Britain's Jewish population ». Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:9bdbd348-b50c-4090-9e2d-e86ffe198601.

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This study, located in the disciplines of human geography and demography, explores the socio-spatial boundaries encapsulating Britain’s Jewish population, particularly at micro-scales. It highlights and challenges key narratives of both Jewish and general interest relating to residential segregation, assimilation, partnership formation, exogamy and household living arrangements. It presents a critical exploration of the dual ethnic and religious components of Jewish identity, arguing that this ‘White’ group has become ethnically ‘invisible’ in British identity politics and, as a consequence, is largely overlooked. In addition, the key socio-demographic processes relating to Jewish partnership formation are addressed and a critical assessment of data pertaining to the decline of marriage, the rise of cohabitation and the vexed topic of Jewish exogamy, is presented. The analysis culminates by linking each of these issues to the micro-geographical scale of the household and develops a critical assessment of this key unit of Jewish (re)production. Jewish population change is contextualised within the framework of the second demographic transition. This deliberately quantitative study is designed to exploit a recent glut of data relating to Jews in Britain. It interrogates specially commissioned tables from Britain’s 2001 Census as well as four separate communal survey data sources. It highlights and challenges recent geographical critiques of quantitative methodologies by presenting a rigorous defence of quantification in post-‘cultural turn’ human geography. It emphasises the importance and relevance of this fruitful shift in geographical thought to quantitative methods and describes the role quantification can now play in the discipline. Above all, it synthesises two disparate sets of literature: one relating to geographical work on identity and segregation, and the other to work on the identity, demography and cultural practices of Jews. As a result, this thesis inserts the largely neglected ethno-religious Jewish case into the broader geographical literature whilst developing a critical quantitative spatial agenda for the study of Jews.

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Brashear, Minnie. « ”De tenderar att orsaka mer besvär, tyvärr” : En kvalitativ studie om maltesiska polisers framställning av minoritetsgrupper ». Thesis, Högskolan i Gävle, Kriminologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36702.

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Syftet med den här studien var att undersöka hur poliser på Malta beskriver minoritetsgrupper samt att utifrån polisernas egna beskrivningar undersöka hur de förhåller sig till de minoritetsgrupper som de möter i arbetet. Studien är kvalitativ och har genomförts genom intervjuer på poliser. Resultatet visade på att två grupper problematiserades utifrån polisernas arbete och det var östeuropéer och muslimer. Framställningen av dessa grupper tyder på en andraism.
The purpose of this study was to investigate how Maltese police officers describe minority groups and to, based on the police's own descriptions, examine how they relate to the minority groups they encounter at work. The study is qualitative and has been conducted through interviews with police officers. The result showed that two groups were discussed based on how they affect their work and that was The Eastern Europeans and Muslims. The presentation of these groups indicated a otherization.

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Vujisic, Anna, et Catalina Avila. « Svenska filmer : En spegelbild av det svenska samhället ? : En kvalitativ studie om framställning av minoritetsgrupper ». Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Medie- och kommunikationsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-38883.

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Denna studie undersöker minoritetsgruppers representation och framställning i svenska filmer. De studieobjekt som har analyserats är En underbar jävla jul och Sällskapsresan 2. Dessa filmer utkom i två olika tidsperioder, den ena 2015 (En underbar jävla jul) och den andra 1985 (Sällskapsresan 2). Syftet är att undersöka hur minoritetsgruppers framställs i ett medium som är avsett för underhållning, och vad som händer när de olika systemen av maktförhållanden och strukturer möts under en och samma arena. Målet är att bidra till en ökad uppmärksamhet och engagemang kring fenomenet. Studiens tillvägagångssätt grundar sig i diskurspsykologi som teori och metod, samt intersektionalitet som teori. Genom att kombinera två stycken teorier kan studieobjekten analyseras på ett djupare plan då de olika teorierna kompletterar varandra. Allt material som hämtades från studieobjekten transkriberades för att sedan analyseras. Analysen är uppdelad i fyra olika teman; könsroller och sexualitet, klass, politik och etnicitet. Tillsammans bidrar dessa teman till att studiens frågeställningar besvaras. Studiens resultat påvisade att minoritetsgrupper representeras i olika grad och att de ofta tilldelas stereotypa roller. Resultatet visade att svensk film har genomgått en förändring över åren, och att den idag innehar en mer öppen dialog gällande samhällsrelaterade frågor.
This study examines the portrayal of minority groups shown in swedish films. The chosen objects are En underbar jävla jul (2015) and Sällskapsresan 2 (1985). The purpose of the study is to analyze how minority groups are represented in a forum whose main desire is to entertain rather than inform and to examine what occurs when different structures of authorities collide. The study’s main ambition is to illuminate and exposure this phenomenon. The study will apply discursive psychology as its method and theory along with intersectionality. The reason behind is solely to help us get a better understanding and deepen our knowledge. The combination of the aforementioned theories will provide a unique outlook for the analysis. All material collected from the films were at first hand transcribed and later analyzed. The analyses was divided into four different themes; gender roles and sexuality, class, politics and ethnicity. The four themes will contribute the answers of the study’s main questions. The results concluded that minority groups were often given stereotypic features as well as being given little to no exposure in films. However the results also showed that swedish movies are evolving and is being more open to discuss and display what once was considered prohibited subjects.

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Rivera-Hernandez, Maricruz. « Self-Management, Social Support, Religiosity and Self-Rated Health Among Older Mexicans Diagnosed with Diabetes ». Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366390281.

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Kabuiku, Jane Itumbi. « Immigration's Impact on Emerging Mental Health Issues Among Kenyans in the Northeast United States ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2188.

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Immigrants lose their unique psychosocial context when their experiences are subsumed under pan ethnic labels such as Hispanics, Latina/o, Asians or Africans. The stress from navigating different cultural contexts becomes problematic when immigrants operate within mainstream cultural norms that are in conflict with their traditional values. The number of Kenyan immigrants to the United States has steadily increased since the 1980s. The purpose of this descriptive phenomenological study was to study the lived experience of Kenyan immigrants by focusing on their integration experience and how the integration processes may have affected their mental health. Very few studies center on the psychological impact of the integration processes on Africans, while even fewer studies focus on Kenyans. The results of the study could be used by helping professionals to assist Kenyan immigrants with mental health problems as well as policy makers on immigration issues in both Kenya and the United States. Future Kenyan immigrants to the United States can also use this information as they prepare to migrate. The transition theory and social constructionism theory were used as the theoretical lens for this study. Data were collected using semi structured interviews conducted with 7 Kenyan men and women over the age of 18 from Northeastern United States who had immigrated from 1996 to the present day. Coding was used to analyze the data by cross-case analysis to search for themes and patterns. Data analysis revealed discrimination, alienation, shame, overcompensation, and cultural shock among other issues faced by immigrants, but from the Kenyan immigrants' perspective.

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Dellplain, Laura. « Yellow, in Peril : How public health discourse on tuberculosis (TB) reveals, refines, and reinforces the racial stigmatization of Asian Americans ». Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1339100153.

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Martin, Kaleb J. « An Ethnographic Exploration of Chinese Males' Identity through Dress ». Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1449238087.

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Magnussen, Birgitte. « Minority language television : social, political and cultural implications ». Thesis, City University London, 1995. http://openaccess.city.ac.uk/7767/.

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This thesis explores the subject of minority language television by comparing the cases of Wales and Brittany, and in particular the social, political and cultural implications of the Welsh language television channel S4C. The thesis is divided up into two interrelated parts, where the first part is an analysis on state level of French and British media policy, particularly with regards to their linguistic minorities. This part of the thesis deals with the historical, political and institutional background for the provision of minority language media in Breton and Welsh. It takes as points of reference firstly the state, and secondly the minorities in question - the Breton and the Welsh - and shows how a certain policy area in this case broadcasting, can become a focus for minority demands. The thesis describes the historical and political background for the extreme difference in provisions for minority language broadcasting in the two countries. The second part of the thesis takes as a starting point the actual existence of S4C - the Welsh language channel - as a minority language broadcaster, and assesses the social political and cultural implications of this organisation. This part of the thesis examines the minority level, and assesses the potential impact of Welsh language broadcasting, mainly television, on Welsh society in general and the Welsh language in particular.

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11

Olsson, Linda. « Kvinnor som minoritet i en manlig arbetsmiljö - en studie av kvinnliga brandmän ». Thesis, Kristianstad University College, Department of Behavioural Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3615.

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Syftet med studien var att undersöka hur kvinnliga brandmän

påverkas av att arbeta i en mansdominerad arbetsmiljö samt hur de hanterar stress i arbetet. Trots att könssegregeringen på arbetsmarknaden minskar och trots föresatser att rekrytera kvinnor är räddningstjänsten fortfarande mansdominerad. Studien utgår från Kanters teorier om kvinnor i manliga arbetsmiljöer och Bjerrum Nielsen & Rudbergs syn på könssocialisationen. Några copingstrategier tas upp liksom vilken roll organisationskulturen spelar för kvinnors möjlighet att accepteras i gruppen. Studien utfördes genom kvalitativa intervjuer med sju kvinnliga deltidsbrandmän. Resultaten visade att de alla var nöjda med sin arbetssituation och inte påverkades nämnvärt av att vara i minoritet. De tenderade inte att bli stressade förutom att de ibland kände att de måste eller ville prestera bättre än killarna. Inte heller hade de i någon större utsträckning problem med att bli accepterade. Den copingstrategi som alla ansåg var mycket viktig var när de i gruppen efter ett otäckt larm pratade ut om vad de upplevt. Detta innebär att det sociala stödet, var mycket viktigt för tjejerna framförallt efter ett larm. Kanters teorier om synlighet stärks bara till viss del då några av tjejerna anser att de är synliga enbart därför att de är nya.

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Träqvist, Alexandra. « Vart ska vi mötas ? : En studie om hur invandrarföreningar bedriver integrationsarbete ». Thesis, Linköping University, Department of Social and Welfare Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19463.

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Syftet med denna studie har varit att undersöka hur invandrarföreningar arbetar med integration samtidigt som de vill motverka splittringar inom den egna folkgruppen. Genom kvalitativa intervjuer har jag varit i kontakt med tre föreningar vars ordföranden jag intervjuat. Därefter har intervjuerna analyserats genom metoden grundad teori. Vidare har jag med hjälp av studiens teoretiska utgångspunkter: Socialt kapital, etnicitet och kultur samt integration tolkat materialet och satt det i bredare sammanhang vilket har bidragit till en analys. Den övergripande slutsatsen är att föreningarna har en väldigt central och betydande roll i människors liv. Genom deltagande i föreningar skapas sociala nätverk, gemenskap och trygghet.

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Bundy, Rosemary G. « Identity Development and Student Involvement of African-american Undergraduate Students at Historically White Colleges and Universities in Southern Appalachia ». Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2887.

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This study of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, East Tennessee State University, Appalachian State University, and University of North Carolina at Asheville was conducted to determine students' stages of identity development, level of involvement in campus activities, and demographic characteristics within historically White Southern Appalachian colleges and universities, both public and independent. Three research questions were answered by analyzing 21 null hypotheses using the t-test and the chi square test. Hypotheses were tested at the.05 level of significance. Data collected in this study revealed that the students' perceptions of identity development and their level of involvement at historically White public or independent colleges and universities in Southern Appalachia were more similar than different. Comparative analyses sought differences in public and independent student differences in identity development, involvement, and characteristics of African American students at public and independent colleges and universities. Few statistically significant differences were found in the demographic characteristics, stages of identity development, and level of involvement. A comparative analysis of African American undergraduates at independent colleges and universities revealed significant differences in the level of involvement and demographic characteristics. Public universities enrolled more females and their students had more pre-college cultural experiences than independent students. Students enrolled in public universities were significantly less involved in sports than independent students. Specific demographic characteristics did not affect college choices. Data in this study indicated a need for improving the programs, activities, and services available to African American undergraduates attending historically White colleges and universities in Southern Appalachia. Several recommendations were made. Institutional and programmatic strategies were outlined to improve identity development and involvement of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, University of North Carolina at Asheville, East Tennessee State University, and Appalachian State University.

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Bouchier, David I. « Protecting the minority shareholder : the fiduciary duty and oppression remedy compared ». Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63933.

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Johansson, Sofie. « Language Minority Students ». Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35835.

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Syftet med detta arbete var att ta reda på vilket stöd det finns för språkminoritetselever, dvs elever i USA som inte har engelskan som modersmål, i de amerikanske klassrummen. Jag intervjuade fem amerikanska lärare i Atlanta. Jag ville ta reda på hur medvetna dessa lärare är om de speciella behov språkminoritetselever har. De fem intervjuade lärarna kände till grundläggande ideer om att undervisa språkminoritetselever i sina klassrum men ingen av dem hade läst om det under sin utbildning. Undersökningen indikerar att andra språk än engelska inte har så stor betydelse i skolor i Atlanta och att lärare inte får tillräckligt med undervisning om språkminoritetselever. Något som är överraskande eftersom det är förutspått att år 2020 kommer tjugofem procent av de amerikanska eleverna ha ett annat modersmål än engelska.
In order to find out what support there is for ELL students, students with a first language other than English in mainstream classrooms in the US, I have interviewed five teachers in Atlanta. I was interested in seeing how much these teachers know of the special needs these students have. The five teachers interviewed knew basic idea of how to instruct ELL students in their mainstream classroom but no one had been taught anything about second language acquisition or theories about the needs of ELL students in their education. This study also indicates that other languages than English are not of importance in the schools in Atlanta and teachers are not taught how to deal with ELL students. This is surprising since predictions say that in 2020 twenty five percent of students in the US will speak a first language others than English.

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Deen, Ellemieke. « Psychotherapies that improve self-concept in children and adolescents with a minority status ». Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35808.

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Wong, Ping-man. « The evolution of a secondary school subject in Hong Kong : the case of social studies / ». [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13267942.

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Patel, Raakhee Navin. « An Ethnographic Study of Doctor-Patient Communication within Biomedicine and Its Indian Variant in Mumbai ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619705858186443.

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Nilsson, Tobias, et Linda Jonsson. « Social studies now and then ». Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32896.

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Syftet med vårt examensarbete är att undersöka de förändringar som uppstår vid införandet av en ny kursplan i ämnet samhällskunskap för grundskolans senare år då vi anser att en ny läroplan innebär förändringar. Förändringarnas innehåll ska också sätta avtryck i själva undervisningen i ämnet och därför vill vi med denna undersökning finna dessa förändringar och diskutera förändringarnas innehåll utifrån teorier om ungdomars lärande. För att få svar på våra frågeställningar har vi valt att studera de förmågor som krävs av eleverna utifrån den tidigare och den nya kursplanen i samhällskunskap och diskutera dessa. Med förmågor menar vi det som krävs av eleverna för att uppnå betyget godkänt i ämnet. Vi har valt att använda oss av är en komparativ undersökning med en kvalitativ metodisk inriktning, nämligen en textanalys då vi ansåg det vara mest lämpligt i relation till vår undersökning. En del av de slutsatser vi har kommit fram till är att den nya kursplanen Lgr11 kräver att eleven kan tillämpa samhällsvetenskapliga begrepp i större utsträckning än i den tidigare kursplanen Lpo94 samt att eleven kan tillämpa modeller i sina beskrivningar. Vidare så stärker Lgr11 en mer individuell identitetsutveckling.

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Rogers, Pamela. « Problematizing social studies curricula in Nova Scotia ». Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104888.

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This study questions the implementation of social studies curriculum in Nova Scotia. Indigenous knowledge, and anti-racism educational principles form the basis of high school curricula created from the perspective of African Nova Scotian and Mi'kmaq histories. The courses, African Canadian Studies and Mi'kmaq Studies, were implemented in 2002. To understand the distance between the intended objectives and practical realities of the curriculum, three methods were used: narrative, critical discourse analysis, and teacher interviews. Narrative provided a springboard for the analyses that follows by situating the context in the classroom. Centering on specific language use, critical discourse analysis connects implementation problems to the discourses employed in each curriculum document. The teacher interviews exposed the depth of issues through practical experiences, and critique of the school system, which link back to the knowledge which African Canadian Studies and Mi'kmaq Studies were formulated upon. The analysis connects the three methods to illustrate implementation issues in a broader context.
Cette étude question l'implémentation du programme des sciences humaines en Nouvelle-Écosse. Les connaissances indigènes (autochtones), et les principes de l'éducation anti-raciste forment la base des programmes d'études secondaires créés à partir de la perspective des Afro-Nouvelle-Écossais et des Micmacs. Les cours, d'études afro-canadiennes et d'études Micmaques, ont été mis en place en 2002. Pour comprendre la différence entre les objectifs visés et les réalités du programme, trois méthodes ont été utilisées : le narratif, l'analyse critique du discours et les entrevues avec les enseignants. Le narratif a servi comme point d'accès pour l'analyse qui suit, en situant le contexte de la salle de classe. Centré sur le langage employer, l'analyse critique du discours a lié les problèmes d'exécution des cours aux discours utilisés dans chaque document du programme. ont été formulées. L'analyse lie les trois méthodes pour illustrer les questions d'implémentation dans un contexte plus large.

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Batorowicz, Krzysztof. « An investigation of the maintenance of minority cultures and equal opportunity with special reference to Australian young people of Slavonic origin ». Title page, abstract and contents only, 1993. http://web4.library.adelaide.edu.au/theses/09PH/09phb334.pdf.

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Vergara, Fatima. « Addressing Social Connectedness and Social Isolation among Older LGBTQ Adults through Software Design ». Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785689.

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This project describes the development of a software application geared towards connecting LGBTQ older adults with each other with an aim to reduce social isolation. Older adults tend to lose their connections with others throughout the aging process. LGBTQ older adults experience more challenges in creating and maintaining social relationships compared to their heterosexual peers. When social connections are lost, social isolation threatens the physical, emotional, and psychological well-being of older adults. The software application was designed and revised using feedback from two expert panel focus groups of LGBTQ older adults, 50 years and older, residing in Los Angeles and Riverside Counties.

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Po, Sum-cho. « Value education in social studies for primary schools in Hong Kong : a study of the different approaches used by teachers of social studies / ». Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531696.

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Al-Nofli, Mohammed Abdullah. « PERCEPTIONS OF SOCIAL STUDIES TEACHERS ABOUT SOCIAL STUDIES GOALS AND CONTENT AREAS IN OMAN ». Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777641&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.
"Department of Curriculum and Instruction." Keywords: Citizenship education, Curriculum development, Global education, Oman, Social sciences, Social studies, Social studies teachers. Includes bibliographical references (p. 114-126). Also available online.

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Jonas, Anthony Stephen. « Social studies video projects in the middle school ». Online access for everyone Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/a_jonas_071906.pdf.

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Karlsson, Ellen, et Erica Hansson. « Minoritetspolitik för vem ? » Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24194.

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Different reports imply that the Roma are an excluded group in numerous areas of both Sweden and Europe. Efforts have been done through the centuries without given intentional results. The past 12 years as a Swedish national minority have not diminished the gap between the Roma and the majority society. How does Sweden create and operate its minority policy especially towards the Roma? We have studied international and national minority policy to see how it is described and implemented in the municipality work. Malmö is the base of our study because of its high population of the Roma from various groups. Malmö is also one of the pilot municipalities in the governmental venture for including the Roma into the society. To obtain information we have analyzed governmental documents and minority rights and complemented those with interviews with politicians, community workers in the minority field. A lot of effort and work are being done in Malmö to change the situation of the Roma. Our informants gave an impression of feeling confident and hopeful towards the future. At the same time we feel a lack of discussion about the essence of minority policy and the possible negativity in “helping” the Roma as a minority group. We also think it’s important to question the meaning of recognition to motivate what efforts should be done in the minority field. By this study we hope to demonstrate the complexity that lies within the field of minority policy in general and regarding the Roma in particular.

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Pye, Jonathan H. « Computer-based instruction in middle school social studies classrooms in Missouri / ». free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904866.

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Lee, Suk-ching Penelope. « Teachers' usage of textbooks in primary six classes : an investigation on how primary six social studies and mathematics teachers use textbooks in their teaching / ». Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034093.

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Chan, Ip Miu-kwan Rose. « The information structure in Hong Kong Form III integrated science and social studies textbooks ». Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626378.

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Chen, Hsiu-ling. « Teacher planning : social studies teacher in Taiwan / ». Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Drouin, Steven D. « Secondary Education Social Studies Teachers' Perceptions of Detracking ». Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567910.

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Detracking is an often misunderstood and ill-characterized education reform movement in the United States. Yet, as public educational spaces become more diverse, the relevance of detracking as a viable solution increases. However, secondary education teachers today are often ill-prepared to implement detracking. The purpose of this study was to better understand how secondary education social studies teachers develop perceptions of detracking. In this study, I collected four secondary education social studies teachers’ life stories. These life stories were synthesized into case study narratives and a cross case analysis to understand how these teachers developed perceptions of detracking. I found a teacher’s orientation towards social studies influenced their perceptions of detracking, but was limited by external factors such as training in heterogeneous instruction, misconceptions of detracking, and critical reflection. I also reaffirmed detracking as a complex/complicated concept and call to the field of education to expand discipline specific critical reflection and training in heterogeneous instruction.

Keywords: Detracking, Social Studies, Secondary Education, and Narrative Inquiry

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Ross, E. Wayne. « Becoming a social studies teacher : an investigation of the development of teaching perspectives among preservice social studies teachers / ». The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392303350.

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Hooft, Mark A. van't. « The effect of handheld technology use in pre-service social studies education on the attitudes of future teachers toward technology integration in social studies ». Connect to resource online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1120662308.

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Thesis (Ph.D.)--Kent State University, 2005.
Advisors: Alicia R. Crowe, Shawn Fitzgerald. Keywords: teacher education; mobile computing; handheld computing; social studies education; attitudes. Includes survey instrument. Includes bibliographical references (leaves 102-128). Also available via the World Wide Web.

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McCrory, Victor Keith. « Social studies educators' perceptions of and beliefs about the inclusion of religion in textbooks ». unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07082008-114344/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Chara Bohan, committee chair; Lori Elliot, Joseph Feinberg, Caroline Sullivan, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references p. 170-184).

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Einarsson, Ewa. « Rohingya Conflict : A minority in Myanmar ». Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72462.

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Syftet med den här uppsatsen är att analysera Rohingya konflikten utifrån maktrelationer, genom att tillämpa Diskursanalysen och Foucaults makt begrepp. Vidare har syftet varit att undersöka på vilket sätt maktrelationer bidragit till konflikten, genom att tillämpa följande frågeställningar Vilka strukturella maktstrukturer blir synliga i diskursen? Vilka normer och värden som styr kunskapssynen samt bidrar till upprätthållande av maktrelationerna? Slutsatsen av analysen är att Myanmars juridiska instanser inte kan förse människor med det skydd som är önskvärt av en stat. Även om militären anses överlämnat makten till politiska företrädare, så innehar de fortfarande den egentliga makten över rättsväsendet, vilket därmed resulterar i att de kontrollerar informationsflöde och har rättigheten att utföra säkerhetsoperationer. Fortsättningsvis har år av diskriminering resulterat i ett apartheid liknande utanförskap där Rohingya således nekats tillträde till publika sfärer, som skola och utbildning samt sjukvård. Ett resultat av det är stigmatisering och utanförskap. Gruppen saknar därmed medborgerliga rättigheter. Ett resultat av det är således att gruppen kan betraktas utifrån att vara i ett konstant underläge och maktrelationen mellan å ena sidan staten och andra etniska grupper bidrar till att upprätthållas. Normer och värden inom landet har även bidragit till synen på gruppen och därmed även maktrelationer upprätthållits och även maktstrukturer som bidragit till att den etniska gruppen Rohingya inte kan påverka sin situation.

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Levans, Nathan Emmett. « Critical thinking in the secondary social studies classroom ». Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Levans_N%20MITthesis%202007.pdf.

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Leung, Lai-yung. « Value orientations in junior secondary social studies curriculum ». Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.

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Stenman, Jonas. « Social Studies Courses at Swedish Upper Secondary Schools : A study of the relationship between social studies and students democratic competence ». Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66119.

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Swedish schools have a democratic mission to instill democratic values and knowledge in students. When they graduate, students are meant to be democratically competent citizens. In upper secondary school, this mission is executed in the social studies classroom. This is the only context in which Swedish schools actively try to influence students’ democratic competence. At the same time, not all students take the same amount of social studies courses. The purpose of this thesis is to study the association between social studies and students democratic competence, and the possible limits of such a relationship. Does social science courses really predict democratic competence, even when taking other factors into account? And if the goal is democratic competence, how much social studies is enough? Since democratic competence is connected to voting-behaviour and trust in government it might be a problem if students are given unequal access to the courses where it is created. I hypothesized that social studies predicts democratic competence, and that there is a point during courses at which that relationship weakens. To test the hypothesis, a cross-sectional, quantitative survey study was conducted, using established instruments of measurement. The data was analyzed using regression models and analysis of variance, and results indicate that social studies predict democratic competence, and that students need to take three courses of social studies before the association with democratic competence weakens. Since most students take only one course of social studies during their time at upper secondary school, implications for the future of the democratic mission is discussed.

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Hinch, Steven W. « Stages of concern and frequency of use of computer-based resources by middle school social studies teachers / ». free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999298.

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Bergstrom, Teresa M. « Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers ». Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.

Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.

Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.

Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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Ngnintedem, Eugenie Lonmene. « How Does a Minority Become a Pebble in a Country's Shoe ? » Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21080.

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In a statistical report of the year 2005, Brå informs that the Middle East and North African immigrants are overrepresented in crime in Sweden. Also, in a previous study in Cameroon, I realized that the Bamileke folk (originating from the West Cameroon) is mostly represented in the minor district of the Central Prison of Douala - Cameroon. In an attempt to understand crime perpetrated by migrants, scholars have suggested the unpleasant context of migration, the strain encountered by the migrants as a result of social exclusion, the fact that migrants live in disorganized area where it is more likely to find criminals and the clash of culture between migrants and the natives of the society where they settle. The aim of my research is to find out, on the basis of these four parameters, if it could be possible to understand how the process of criminalization of migrants, in the society where they settle, occurs. In this research, I focus on juvenile delinquency. In order to perform the research and attempt to answer the question, I made of use documentary analysis backed up with data gathered from experience, unstructured observation and interviews I performed among the minority groups. The results of my research do not support that the unpleasant context of exit might be a factor leading to criminalization in the particular case of minority’s youth. It also suggests that it is not the minority’s culture that makes them to be labelled as criminals; it is rather the essentialized perception of the minority group’s culture as being a threat to the dominant group’s values and interests, which contributes in labelling a minority group as criminals. In return, labelling people of the minority group as criminals contributes to their discrimination in the society, thus making them to develop criminal attitudes in order to escape the strain they encounter through discrimination; as this occurs, the young migrant may internalize the idea that he is criminal as a result of a self-fulfilling prophecy. Discrimination contributes also in making the minority group to settle in disorganized areas where criminal activities are more likely to occur among youths. These findings are important because it might help to understand the risk of criminalizing some actions as belonging to a minority group’s culture. Indeed, doing so seems to reinforce the labelling of people of the minority group as criminal without proper analysis that may explain why they chose to act the way they act. It furthers their discrimination in the society which in turn may force them to use illegal ways to respond to the strain they encounter through discrimination.

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Lonmene, Ngnintedem Eugenie. « How Does a Minority Become a Pebble in a Country's Shoe ? » Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21246.

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In a statistical report of the year 2005, Brå informs that the Middle East and North African immigrants are overrepresented in crime in Sweden. Also, in a previous study in Cameroon, I realized that the Bamileke folk (originating from the West Cameroon) is mostly represented in the minor district of the Central Prison of Douala - Cameroon. In an attempt to understand crime perpetrated by migrants, scholars have suggested the unpleasant context of migration, the strain encountered by the migrants as a result of social exclusion, the fact that migrants live in disorganized area where it is more likely to find criminals and the clash of culture between migrants and the natives of the society where they settle. The aim of my research is to find out, on the basis of these four parameters, if it could be possible to understand how the process of criminalization of migrants, in the society where they settle, occurs. In this research, I focus on juvenile delinquency. In order to perform the research and attempt to answer the question, I made of use documentary analysis backed up with data gathered from experience, unstructured observation and interviews I performed among the minority groups. The results of my research do not support that the unpleasant context of exit might be a factor leading to criminalization in the particular case of minority’s youth. It also suggests that it is not the minority’s culture that makes them to be labelled as criminals; it is rather the essentialized perception of the minority group’s culture as being a threat to the dominant group’s values and interests, which contributes in labelling a minority group as criminals. In return, labelling people of the minority group as criminals contributes to their discrimination in the society, thus making them to develop criminal attitudes in order to escape the strain they encounter through discrimination; as this occurs, the young migrant may internalize the idea that he is criminal as a result of a self-fulfilling prophecy. Discrimination contributes also in making the minority group to settle in disorganized areas where criminal activities are more likely to occur among youths. These findings are important because it might help to understand the risk of criminalizing some actions as belonging to a minority group’s culture. Indeed, doing so seems to reinforce the labelling of people of the minority group as criminal without proper analysis that may explain why they chose to act the way they act. It furthers their discrimination in the society which in turn may force them to use illegal ways to respond to the strain they encounter through discrimination.

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Vandevort, Jeanine M. « Graphic print in selected elementary social studies textbooks / ». abstract and full text PDF (free order & ; download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276954.

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Thesis (Ph. D.)--University of Nevada, Reno, 2007.
"May, 2007." Includes bibliographical references (leaves 219-254). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

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Morrow, Rosemary. « Development of the National Council for the Social Studies Curriculum standards for social studies, expectations of excellence / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Day, Lori. « Personal interest in history and the social sciences and attitudes toward teaching in secondary social studies teachers ». Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Kirsch, Eleanor E. « The impact on attitudes and achievement of differentiating social studies instruction / ». Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Norell, Jonas. « To Recognize, or Not to Recognize ? : The Impact of Territorial Value on Minority Group Recognition ». Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-381267.

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Stanley, Teresa L. « Increasing students' critical thinking and improving performance in elementary social studies classroom ». Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257162.

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The purpose of this study was to explore the instructional strategies used by experienced elementary social studies teachers to enhance students’ achievements of social studies and critical thinking skills. The definition of critical thinking skills is an ability that one uses to take control of his/her thinking and action by using different methods to arrive at the same results. Students could learn content in a unique and diverse manner. Ten elementary social studies teachers participated in this study. Through face-to-face interviews, observations, and note taking methods, the researcher recorded and analyzed elementary teachers’ experiences of using instructional strategies for teaching social studies and fostering critical thinking. This study explored and identified what, if any, constructivist teaching strategies in elementary social studies classes enhanced students’ critical thinking skills. The teachers expressed that engaging students in self-learning strategies could help students develop self-evaluation skills, and small group class projects allowed students to advance in social studies learning. Teachers also believed that students could benefit from utilizing technologies and involve cross-curriculum disciplines. The evidence of critical thinking skills consisted of self-selecting projects, self-evaluation, collaborating with peers, and asking the how and why questions. This study also discovered some barriers when social studies teachers implemented critical thinking promotion strategies in their classrooms.

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Perry, Samuel. « The Impact of Culture and Minority Status on the African-American Female Domestic Violence Experience ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/90.

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The purpose behind this non- probability sampling, qualitative study is to explore how culture (being African American) and minority status (being a woman) impact the domestic violence experience. Participants were recruited by the author and within the Atlanta University Center Consortium. This study sought to answer two questions: First, what factors put a woman at risk for experiencing domestic violence; and second, what factors aid in a woman’s recovery from domestic violence. Based upon both questionnaire data as well as prior research, the author can reasonably conclude that being African American and a woman impacts the contextual experience of domestic violence.

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Hannah, John Ogilvie Leo. « Portrayal of world interdependence in social studies textbooks ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30624.

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This thesis focuses on how social studies textbooks, authorized for use in Canadian classrooms, portray our changing world. Preparing young people for citizenship in a world that is becoming increasingly interdependent requires presenting them with a way of thinking about the world that allows for consideration of alternative perspectives. The textbook, as a major vehicle for transmitting knowledge, can play an important role in that process. Although the volume of textual accounts of world interdependence is expanding, it is contended that the themes and images presented to students tend to reinforce unilateral rather than multilateral interpretations of reality. A framework of analysis is developed to determine if the textbooks employ either a multilateral thematic or unilateral thematic approach to the study of world interdependence. A multilateral approach encourages the exploration of different points of view on important world issues whereas a unilateral approach tends to focus on a particular interpretation of the same issues or events. This framework employs four rubrics suited to the analysis of the transmission of knowledge, description, explanation, prediction and prescription, to guide a series of analytical questions designed to determine if textbooks present unilateral or multilateral themes. Six significant world issue areas are evaluated in fourteen social studies textbooks. The issue areas profiled are: food supply issues, population issues, environmental issues, peace and security issues, human rights issues and economic Issues. The findings of this study indicate that the four dimensions of the framework are not adequately addressed in the selected textbooks. Twenty-two of the twenty-eight profiles studied tend to support a unilateral thematic rather than a multilateral thematic portrayal of how the world works. Preparing students for citizenship in a global age requires providing them with access to a body of knowledge that helps them to acquire a more integrated understanding of their world in order to make informed decisions and judgements about pressing global concerns. That goal is impeded when there is a propensity for textbooks to provide a particular viewpoint rather than a variety of viewpoints on important world Issues. Although this study is exploratory in nature, its findings present considerations for social studies educators when choosing to adopt particular textual materials for instructional purposes.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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