Thèses : « Students – Social conditions – Germany »

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KRÖGER, Lea Katharina. « Family matters : a sibling similarity approach to the study of intergenerational inequality in Germany ». Doctoral thesis, European University Institute, 2021. https://hdl.handle.net/1814/70865.

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Defence date: 13 April 2021
Examining Board: Professor Fabrizio Bernardi (European University Institute); Professor Juho Härkönen (European University Institute); Professor Anette Eva Fasang (Humboldt University Berlin); Professor Markus Jäntti (Stockholm University)
The intergenerational transmission of inequality is a research field that has sub-strands in several disciplines with findings that have consequences for the way we see and evaluate our society. Therefore, it is crucial to continuously update how we address questions in such an important research area. In this thesis, I study the importance of the family of origin for different areas of social inequality using a sibling design. I estimate the influence of the family on labor market success, partnership union formation, and occupational gender stratification in Germany using data from the German Socio-Economic Panel. The results show that the family plays a crucial role in the generations of social inequality over the life course. It affects the labor market attainment for different social origin groups and over and above a person's education, and it influences the timing of marriage, cohabitation, and living-apart-together unions. In addition, the gender composition of the sibling group creates inequality regarding occupational attainment within families. Thus, this thesis provides a comprehensive view of how the family of origin is relevant to several areas of social and economic life in Germany. It discusses the implications of using a comprehensive approach to the family for further research and policy.

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Arp, Henning A. « New social movements in France and West Germany : their activists and conditions for their development ». Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/101368.

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In this paper, new social movements in France and West Germany are compared in terms of their supporters, and in terms of certain elements of the political and administrative conditions which they are confronting. On the basis of survey data from 1982, specific attributes of supporters of new social movements (socio-demographic characteristics, value orientations, and attitudes) are highlighted which distinguish them from the average of the population. While broad similarities exist between supporters in both countries, the new social movements in France appear to be less distinct from mainstream society than their West German counterparts. The examination of the political and administrative conditions focuses on the centralization/decentralization of the State, and the party and electoral system in France and the Federal Republic. A decentralized system is argued to offer, on the whole, more favorable conditions for the protest movements. Also the West German party system, and the West German electoral mechanisms have helped the new social movements east of the Rhine.
M.A.

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Jillings, Sarah. « The Nature of Satisfaction and the Conditions Under Which Students Thrive ». Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116186.

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This research project explored the anatomy of satisfaction of undergraduate students’ experiences in order to identify the themes common to students who were satisfied with their college careers. The study also examined the conditions that help students thrive on campus focusing on college seniors who self-reported as very satisfied with their college experience. Furthermore the study analyzed the motivation behind satisfied students’ behavioral choices, including their choice of major and extracurricular involvement. Assessment of the quality of students’ relationships to others on campus served as a component of this research as well. A grounded theory qualitative approach was used to collect and analyze data. The study found that satisfaction is a function of a student’s integration on campus. Integration resulted when students enjoyed their majors, actively engaged in campus life, and formed and maintained successful social relationships. Characteristics common among satisfied students included openness to experience, self-awareness, sociability, and a willingness to make intrinsically motivated decisions with respect to behavioral choices. Students thrived in an environment that promoted the exploration of their intrinsically motivated behavioral choices, where they felt seen, valued, and supported in their identities, activities, and interests, and where they were afforded opportunities to discover, grow, and expand their capabilities and skills.

Keywords: college satisfaction, intrinsic motivation, student engagement, thriving

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Thomsett, Andrea Irma Irene. « Festival representation beyond words : the Stuttgart baptism of 1616 ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29760.

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The representation of a Stuttgart court festival in a fascinating book of prints has received no art historical attention. The cultural production of German lands in a complex and obscure time described by one historian as being particularly bereft of "textbook facts", has not elicited much scholarly interest. In the seventeenth century before confessional disputes within the Holy Roman Empire of the German Nation turned into armed conflict, small German territorial courts modelled themselves on and assumed the courtly style of the larger European courts. The Stuttgart baptism of 1616 presents an interesting case study of the use of a courtly spectacle by a secondary court at a time of great instability. The baptism festival served as a stage to display an alliance of some German Protestant princes that held a promise of international support for the Protestant cause. The Wurttemberg court commissioned lengthy texts and a large number of engravings to represent the event. This study will address the contributions made by printed images to the festival program. The key documents for this study are the texts which complement and at times diverge from the visual representation. The differences between the visual and textual material will serve to locate the function of the visual representation of a festival held at a time of impending conflict. The triumphal procession format of the engravings discloses a strategy of disenfranchisement of a powerful parliament while it serves to assert the rank of the court within and outside the German empire. The complex amalgams of imagery that are interspersed in the paper procession allude, I suggest, to the problems presented to the Wurttemberg court by an uneasy alliance of Protestant courts within the empire. The engravings served to encode references to problematic issues such as the survival of the Holy Roman Empire, the rights of Protestant territorial princes to form an alliance and the hopes for outside help for the Protestant cause.
Arts, Faculty of
Art History, Visual Art and Theory, Department of
Graduate

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Scalvini, Marco. « Muslims must embrace our values : a critical analysis of the debate on Muslim integration in France, Germany, and the UK ». Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/774/.

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The continuing difficulty of integrating immigrants, especially Muslims, has led many European political leaders to question the merits of multiculturalism and to promote more commitment towards national values and social cohesion. This thesis aims to examine how these national discourses are interconnected and why they have an exclusionary character. Starting from this point, I draw on a theoretical approach based on a model of mediatised convergence in the European public sphere. Secondly, I reconstruct through a critical discourse analysis, the national debates that have emerged across Europe. I then identify commonalities, by looking into the strategies through which these discourses are articulated. Thirdly, I investigate through content analysis, how press coverage has amplified and reinforced this debate. The cross-national comparison demonstrates a shared concern for how multicultural policies have passively tolerated and encouraged Muslim immigrants to live in self-segregated and isolated communities. This nexus between securitisation and multiculturalism targets first and second generation of Muslims who are assumed, because of their religious and cultural identity, to have authoritarian customs and illiberal values. Conversely, embracing those secular and liberal values that characterise the European ethos is exemplified as the best practice to deal with a correct and safe integration. However, this strategy to reduce integration towards a process of assimilation to majority norms and values risks creating further exclusion, rather than enhancing social cohesion and political belonging. The analysis of national press coverage confirms a shared way of thinking and talking about integration. Despite the political specificity of each national debate, simultaneous coverage across Europe develops reciprocal discursive references on how to achieve community cohesion and manage the migration of Muslims. It can be claimed, therefore, that the more discourses converge across national public spheres, the more they are perceived as stable and consensual. Hence, convergence is a crucial factor to be considered because it allows us to define the boundaries of the European public sphere. However, the study of this transnational debate is crucial not only for scholars of media and communication, but also of European policies and immigration, as this debate involves a larger discussion on how to manage the complexity of relationships between immigrant minorities and the majority in Europe.

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Haston, Catriona M. « A tale of two states : a comparative study of higher education reform and its effects on economic growth in East and West Germany 1945 - 1989 ». Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1780/.

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The hypothesis at the heart of this thesis is that long-term economic growth depends on the discovery and development of new ideas and technologies which enable innovation resulting in increased productivity. As technological innovation generally results from research processes instigated and performed by those with higher levels of education, it becomes important to analyse higher education as an economic actor as well as a symbolic institution of cultural and elite reproduction. The thesis compares the development of higher levels of human capital in East and West Germany over the period 1945 – 1990: states with two very different and competing myths of democratic legitimacy and radically opposed social, political and economic systems but both convinced that human capital development held the key to reconstruction and economic growth. In highlighting the imperatives for reform and outlining the main changes which took place in higher education within the strictures imposed by competing ideologies, the thesis assesses the effectiveness of human capital investment in terms of the success of the economic objectives identified by both countries. The thesis finds that the initial hypothesis is proven, albeit that its effectiveness was mitigated by a number of external economic shocks and internal social and political factors which, in the end, led to the demise of the East German regime.

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Mongillo, Anne M. (Anne Mary). « Beyond the winter coat : adjustment experiences of graduate students from the People's Republic of China ». Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23344.

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The purpose of this study is to explore the adjustment experiences of McGill University graduate students from the People's Republic of China (PRC). Following a qualitative approach to research, interviews were conducted with 10 graduate students from the PRC using semi-structured and open-ended methods. More structured interviews with McGill University administrative staff provided background to the study as did government and university registration statistics. This study explores student involvement and interaction with Canadian society, avenues and barriers to interaction, and communication between professors/supervisors and students. It focuses on the overlapping relationship between communication skills and culture learning as part of how students define adjustment. Students identify the particular challenges in adjusting to Canadian society as becoming more self-reliant and feeling comfortable with uncertainty in their futures. Women students discuss issues of independence and freedom and how these factors sometimes conflict with their traditional social roles. This study also includes some recommendations for further research.

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Quirke, Linda. « Social class, finances and changes in attendance at the University of Guelph, 1987-1998 ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ43205.pdf.

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Shepler, Dustin K. « Perceived social support of gay, lesbian, and biesexual students : implications for counseling psychology ». Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397652.

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Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago.
Department of Counseling Psychology and Guidance Services

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Watson, Stuart James. « Financial Hardship and Strain Predict Student Well-being : The Importance of Socialisation, Social Support and Young Adult Roles ». Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365941.

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For most tertiary students, participation in higher education occurs directly after high school, when they are navigating a dynamic, and potentially stressful, pathway to adulthood. The years spent studying are often the most cash-strapped for young adults, when economising heavily and sometimes going without are normative experiences. Australian university students report substantial hardship, regularly cutting back their spending on basic necessities and simple life pleasures (Bexley, Daroesman, Arkoudis & James, 2013). A limited income and having to economise in many areas of life can take a toll on health and well-being. This dissertation examines the associations between experiences of financial hardship, perceived strain and psychological well-being for young adults at university. How these associations differ for student young adults with and without supportive resources is then examined. Finally, the associations between financial normative socialisation and young adults’ financial behaviours are explored between students and full-time workers. Two samples of Australian young adults were surveyed. The first two studies include 614 Western Australian university students (67% female, Mage = 20.83, SDage = 2.02) drawn from a single tertiary institution as part of the Australian Pathways to Life Success for University Students (AusPLUS) survey. The third study includes a sample of 301 Western Australians (68% female, Mage = 18.15, SDage = 1.04) surveyed as part of the Post-High School follow up to the Youth Activity Participation Study (YAPS). In both samples, respondents completed a web-based survey.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
Full Text

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Skianis, Vasileios. « The influence of nature on secondary school students' subjective well-being in England and Greece ». Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/753/.

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The main aim of this thesis is to investigate the potential benefits of affiliation with nature on British and Greek secondary school students’ positive functioning, and the variations in relation to climate and geography conditions. Particular emphasis is given on the role of schools' environmental education programs and activities. Following the contemporary positive psychology theory, we have focused on two main well-being conceptualizations: (i) the hedonic (or so-called subjective well-being), i.e. life satisfaction/happiness, and (ii) the eudaimonic, i.e. personal growth/flourishing life. A wide range of objective and subjective indicators have been used to represent various environmental parameters. The subjective indicators include students’ perceptions about the surrounding environment, their experiential exposure to nature (participation in outdoor sports, excursions to nature, etc.), environmental attitudes, values and knowledge, while the objective indicators assess the local climate and geographical characteristics, such as average annual temperature, wind and precipitation, altitude, distance from sea, rural vs. urban areas, and local environmental conditions, such as air pollution, proximity to heavy industries and airports, and proximity to areas of outstanding natural beauty. The study employs a quantitative survey approach (paper and internet based) to collect cross-sectional data from various lower and upper secondary schools across the two countries. A sample of 3614 students (aged between 14 and 19 years old) from 94 Greek secondary schools and 527 students (aged between 12 and 19 years old) from 15 English secondary schools have been collected during the academic years 2010-2011 and 2011-2012. The statistical analysis is mainly based on OLS and ordered logistic regressions with clustered standard errors, to control for intraclass correlation among the respodents. The findings highlight the significant effect of connectedness with nature on subjective and eudaimonic well-being, and the beneficial role of environmental education in promoting overall life satisfaction, school satisfaction and eudaimonia, either directly or indirectly through the enhancement of connectedness with nature.

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Goetze, Stefan. « The transformation of the East German police after German unification ». Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669799.

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Viljoen, Cornelia Catherina. « First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen ». Thesis, North-West University, 2012. http://hdl.handle.net/10394/10382.

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Students’ intention to stay within the higher education system is decreasing by the year, and even though more students are enrolling at universities annually, the percentage of students completing their studies is not satisfactory. The low completion rate is a concern not only in South Africa, but worldwide. Trends are identified as to why students do not complete their studies. This study seeks to focus on perceived social support, the students’ academic fit, the psychological conditions of meaningfulness and availability as well as the students’ engagement levels, and then to investigate if these constructs will influence their intention to stay. The proposed engagement model of May, Gilson, and Harter (2004) originally designed by George Kahn (1990), was used to determine whether social support and academic fit correlates positively with the psychological conditions, which may lead to engagement and increase a student’s intention to stay. A quantitative research design was used to investigate the universal challenge at hand, and it was descriptive in nature in order to gather specific information from the first-year students. A crossectional design was used. The research method consists of a literature review and an empirical study, presented in one research article. A convenience sample was used, and a total of 304 students completed the questionnaires. These questionnaires were based on the Multidimensional Scale of Perceived Social Support, the Psychological Conditions Scale, Academic Fit Scale, the Work Engagement Scale and the Intent to Leave Scale. Structural equation modelling methods were used, and implemented in AMOS to test the measurement and structural models. The fit-indices used to test if the model fit the data included the absolute fit indices such as Chi-square statistic, the Standardized Root Mean Residual (SRMR), and the Root-Means-Square Error of Approximation (RMSEA). The incremental fit indices which were used included the Tucker-Lewis Index (TLI) and the Comparative Fit Index. It was found that social support did not have an impact on the psychological conditions of meaningfulness and availability, but it had a direct and indirect (via academic fit) effect on intention to stay. This implies that the amount of support students receive has an influence on their intention to stay, and also increased their sense of belonging in their field of study. Academic fit was positively associated with the psychological conditions of meaning and availability, which means that if the student’s personality and field of study is aligned the student will feel that the course is meaningful to him, and he will invest more energy in his studies. Academic fit had direct effects on students’ intention to stay, which means that students who feel they belong in their field of study will also be more likely to stay at the educational institution. It was also found that if students experience a sense of psychological meaningfulness and availability they will be more engaged in their studies, which impact their intention to stay
MCom, Industrial Psychology, North-West University, Vaal Triangle Campus, 2012

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Nigg, Catherine Michele. « Understanding conditions leading to high school success as identified by urban Georgia at risk students ». Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2007/catherine_m_nigg/Nigg_Catherine_M_200808_Edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Mary Jackson. ETD. Includes bibliographical references (p. 82-88) and appendices.

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Essendrup, Eugene. « Patterns of risk-taking behaviour of first year university students ». Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/135.

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This study investigated risk-taking behaviours among 244 first year students (Male=52 and Female=192). The risk-taking behaviours of the students were grouped into Risky and Violent Behaviour, Tobacco Use, Alcohol and Drug Use, Risky Sexual Behaviour and Unhealthy Dietary Behaviour subscales. Statistically significant correlations were found among all the risk-taking behaviour subscales other than Unhealthy Dietary Behaviours, which did not correlate with the other risky behaviours. Statistical significant sex differences were found regarding risk-taking behaviour that implicated males as higher risk-takers than females.

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Cunningham, Miranda. « Bridging the Worlds of Home and School : a Study of the Relational Worlds of First-Generation Students in a School of Social Work ». PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3088.

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Much scholarship on first-generation students has focused on their academic and social integration in college (Collier & Morgan, 2008; Lowery-Hart & Pacheco, 2011; Stuber, 2011). Little is known about the experiences of first-generation students in schools of social work. In this research I've expanded the focus beyond students' experiences of academic integration to explore how first-generation students in a school of social work describe their relational worlds and the implications for professional socialization. Informed by Standpoint Feminism and Postmodern/Post structural Feminism, I conducted focus groups with 19 students in two undergraduate programs and one graduate program in a school of social work and analyzed these conversations using Voice-centered Relational Data Analysis (Brown & Gilligan, 1992). This research highlighted how students bridge the cultures of home and school through 1) Experiences of support from home cultures while 2) pursuing school largely on their own and experiencing 3) the potential for distance from cultures of home, as they 4) work to stay integrated in home cultures while simultaneously 5) working to become integrated in school. I've also written about students' experiences of becoming caught "in-between" the cultures of home and school (Anzaldúa, 1987/2012), a less common but nevertheless important experience for educators to attend to. Here I've argued for broadening the focus beyond academic integration (Tinto, 1975, 1993) and underscored the relational nature of first-generation status, as well as drawing attention to potential for relational injury embedded in our narratives about educational attainment and class mobility. Implications for social work education, practice, and research are discussed.

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Wang, Haiyan. « Critical factors which hindering or facilitating P.R.C. students psycho-socio adjustment to studying and living in Canada ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29885.

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This was an exploratory study which used Flanagan's Critical Incident Technique to find out the factors which hinder or facilitate the psycho-socio adjustment of students from The People's Republic of China to Canada. The 21 subjects for the sample were drawn at random from a name list provided by the Chinese Visiting Scholars and Students Association at University of British Columbia. All of the subjects were graduate students or visiting scholars and had been in Canada for 9-12 months at the time of the interviews. All subjects were able to identify incidents which hindered or facilitated their first year psycho-socio adjustment to Canada. The total of 385 incidents, 175 facilitating and 210 hindering incidents, were reported. The average number of incidents reported per student was 19.2. Ten major categories which facilitate or hinder PRC students' psycho-socio adjustment to Canada have been found through this research. Considering the number of incidents reported by the participants, Academic Study & Research was ranked the first place among 10 categories. According to the rate of participation, Language Barriers & Improvement was listed the highest among 10 categories. Considering the number of facilitating incidents reported by the participants, Initial Settlement was placed the highest. In the number of hindering incidents, category of Language Barriers & Improvement was listed the highest among the 10 categories. The explanation of the research findings and suggestions for how the findings might contribute to the understanding PRC or other Oriental international students are included in the discussion.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Baker, Russell D. « A comparison of the needs and experiences of first-year African American and Caucasian students at eight private Indiana colleges ». Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221271.

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By analyzing data collected over a two-year time period from first-year students at eight private colleges and universities across the state of Indiana, this study analyzed the extent to which the self-reported educational and personal needs of African American students differed from those of Caucasian students. This study further measured how these students spent their time during their first year and examined the data based on racial classification. Finally, the study investigated how the two racial groups of students expressed satisfaction with their college choice at the end of one year of enrollment.Institutions were selected which had the largest number of African American students among the private colleges in the state of Indiana. Comparisons using descriptive statistical methods were made between African American and Caucasian students. These students completed two identical survey instruments at the same eight institutions. Two standardized instruments were used: the College Student Needs Assessment Survey (CSNAS), and the College Student Experiences Questionnaire (CSEQ). Students completed the needs assessment instrument during the first two months of their freshman year and took the CSEQ at the end of that year.The literature reflected that although more African Americans are enrolling in higher education, graduation rates remain lower than those of Caucasians. Numerous retention programs have been developed at higher educational institutions across the nation. These are specifically tailored toward meeting the perceived academic and social needs of African American students. However, uncertainty exists regarding how such needs may be different from those of Caucasian students.The findings suggest that African American students arrive at college with a generally higher level of self-reported academic needs than do Caucasian students based on a direct comparison between the two groups' responses on the CSNAS. However, statistical comparisons between the two groups on the CSEQ revealed relatively few areas on which the two racial groups differed significantly in how they spent their time while at college. The data revealed a statistically significant difference between the two groups regarding their overall satisfaction with their first year of college.Implications from this study concluded that to reflect changing demographics in society, higher education must become more inclusive. Furthermore, individual campuses need to place a priority upon addressing the apparent difference in the academic needs of the students who arrive to begin their higher educational experience. Administrators must be willing to make difficult choices in order to make equal educational opportunity a reality on college campuses rather than a mere slogan.
Department of Educational Leadership

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MERCADO, CANDIDO ANTONIO. « EDUCATIONAL EXPECTATIONS AND ATTAINMENTS OF PUERTO RICAN HIGH SCHOOL SENIORS IN THE UNITED STATES (SOCIAL MOBILITY, PATH ANALYSIS) ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183898.

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The study was concerned with the testing of a modified causal model of college anticipation and attendance for a nationwide sample of Puerto-Rican and Mexican-American high-school seniors. The key problem of this study was defined on the basis of two fundamental criteria. The first states that social-structural and social-psychological components of sociological theory can provide basic information needed to comprehend the educational aspirations and achievement behaviors of Hispanic youth in the United States. The second theoretical tenet of this study was that the logic of the modified Wisconsin Model of status attainment can be understood as a common process that applies to all sectors of the American system of stratification and mobility. The data used in this study were extracted from the High School and Beyond: A National Longitudinal Study for the 1980s (HSB) and its First Follow-Up. Path coefficients associated with the direct and indirect effects were used in attempting to explain the variance in postsecondary educational plans and attainments of the subjects. A summary of the most significant findings, using the aforementioned data follows. The analysis of the educational attainments for the two ethnic group subsamples shows no statistically significant difference when the two samples are classified by gender. The recursive causal model used in this analysis is not completely successful in explaining the variance in the dependent variables (postsecondary educational plans and attainments) of both Mexican-American and Puerto-Rican high-school seniors. As a result, only about one-fourth of the degree of change in postsecondary educational plans and less than one-half of the variability in the level of educational attainments are accounted for by the antecedent variables. Present results reduce the impact of some of the social-psychological intervening variables on the level of educational plans of Hispanic adolescents. On the other hand, the role of objective variables (academic achievement and socioeconomic status is magnified. The influence of some of the objective variables on the process of educational attainment is also noticeable.

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Schütze, Carolin. « Erasmus Exchange Students at Växjö University : Network formation and utilisation of resources ». Thesis, Växjö University, School of Health Sciences and Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2548.

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The aim writing this thesis was to get an understanding about how Erasmus exchange students find their way in their new environment. Furthermore, to see what kind of resources are available for them and which they eventually use if they have a problem or just to make themselves feel more comfortable. The students' ages are between 20 and 23.

The thesis analyzes the strategies the exchange students are using. In detail, where they meet people and what is supporting them. It also analyzes resources the students are relying on and the satisfaction with the students' life at Växjö University.

The data were collected with eleven interviews. With the interviews was also handed out a questionnaire to the interviewed student.

The result shows that the living situation is a coefficient when it comes to socializing, in this case living in a corridor. Also, going out to the students' pub and attending Växjö International Students (VIS) activities. Erasmus exchange students tend to rely on resources in the home country which are the family or friends or they are likely to rely on other students from the same country or foreign students as well. The overall satisfaction of the students' life is on the upper third of the certailnly measurement.

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Liang, Huai-Liang. « The relationship between social support and adjustment issues of international students and international student-athletes in the United States ». Virtual Press, 2004. http://www.oregonpdf.org.

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Andriot, Angie L. « Adolescent crowd affiliations and the perceived ingroup homogeneity effect ». Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337186.

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The social structure of high schools is characterized by a hierarchy of various groups to which adolescents can identify. These crowds provide reputation-based identities which are particularly salient among adolescents. Although research has provided information regarding crowd structure, less is known about effects of membership. An adolescent's crowd membership can be an important source of social identity and positive self-esteem. Social identity theory is useful in explaining this process by describing how people's psychological motivations interact with their understanding of a social situation to influence cognition. For members of low-status groups, affiliation does not readily provide a source of positive social identity. Therefore, individuals use identity-maintenance strategies to maintain self-image. In this study, I explore perceptions of ingroup homogeneity as an identity-maintenance strategy within adolescent crowds. I also examine whether membership in the more stable racial and gender categories influence the use of homogeneity perceptions in identity management. My findings indicate that membership in one group influences cognition regarding membership in a group with an entirely different social structure.
Department of Sociology

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Anderson, Christopher Johannes. « The nature of postmaterialism : a comparative study of West Germany and the United States ». Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/45964.

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The social and economic structures in western societies are changing and with them are the political values of their citizens. This study investigates the nature of post-materialist value orientations in the United States and West Germany. The research aimed at determining whether the indicators that Ronald Inglehart developed almost twenty years ago for explaining valueâ shifts are reliable tools to predict the nature of post-materialist values. These factors are: rising levels of education, a distinct cohort experience, and increased levels of economic security.With the help of mass-survey data from 1974 and 1980 that were collected in the United States and west Germany it was shown that there are other factors that are more powerful for predicting post-material values than the ones specified in Inglehartâ s theory. Moreover, the predictors are of a different explanatory power in the two countries under consideration. A preliminary attempt was made to find the reasons for the phenomenon of national differences.

Master of Arts

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Brown, Kevin L. « A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers ». Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.

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Early identification of high school students at-risk for antisocial behavior and school failure is critical to reducing the number punitive consequences they may experience, as well as for lowering referral rates to special education. The identification of characteristics that are common to students accumulating disciplinary referrals for chronic or acute behavior problems can be valuable for targeting the needs of these students and developing proactive intervention strategies. Typical approaches employ deficit-based measures which describe behaviors that are regarded as problems to be eliminated or reduced, but which seldom provide guidance to teachers on how to achieve that result. This study used the Behavioral Objective Sequence (BOS) (Braaten, 1998) a strength-based instrument, to examine the attributes of students in an urban high school who had been referred the Character Development Center (CDC), an out-of-classroom disciplinary intervention.The BOS provides a criterion referenced assessment of behavioral competencies which can subsequently be used by educators to develop instructional interventions that are directly related to skill deficiencies. A Likert type rating scale method was used to assess students' demonstration the BOS skills or behavioral/social competencies.Data were collected on 99 students who had been referred to CDC one or more times and 37 randomly selected peers who had never been referred. BOS scores were obtained from the classroom teachers who had made the student referrals to CDC and the nonreferred students. One-way ANOVAs and independent t-tests were computed to test for differences in the mean scores on the six BOS subscales. Students who were referred for disciplinary intervention scored significantly lower on all subscales. ANOVA tests for significant interactions between rater and student demographic attributes were all non significant indicating that the results were not influenced by characteristics such as gender, ethnicity, or social economic status.The results support the findings of previous studies that indicate use of skill-based BOS scores can identify students who are a high risk for disciplinary intervention. This approach offers educators an assessment instrument that can assist with early identification by proactively targeting skills that need to be taught and reinforced rather than reliance on consequences for misconduct.
Department of Special Education

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Gormley, Brian. « Commuting versus resident students : differences in Irish student engagement, social and living conditions based on place of residence ». Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13603/.

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This is the first study into resident students and commuter students in Ireland and was carried out to facilitate a more informed and targeted approach to supporting specific student groups. The research is based on secondary data analysis of three national Eurostudent surveys undertaken in 2006, 2009 and 2013. Four different student groups were studied to examine differences in their living and social conditions and their levels of student engagement. The groups were: resident students; those living with their parents; renters; and home-owners. Much of the previous research into student residential arrangements has taken place in the US, and this study finds that the US research may not be applicable to the Irish situation. The research indicates that, contrary to research from the US and the UK, students who live with their parents in Ireland are not from lower socio-economic groups. Indeed, they rank highest on many socio-economic indicators. As annual household income increases, the likelihood of a student living with their parents increases. It was also found that student halls in Ireland primarily serve students from higher socio-economic groups, and do not appear to serve the needs of mature students, who are more likely to own their own home or rent. International research indicates that living in student halls has a positive impact on student engagement, which is not supported by this research. Students living on-campus spend a lower amount of time in educationally purposeful activities than average. Those in rented accommodation or home-owners spend the most time on these activities. However, resident students do spend the most amount of time on college activities (extra-curricular), which is positive for student engagement. Resident students are more likely to drink, consume more alcohol than students in other living arrangements, and are more likely to exceed safe limits for alcohol consumption on a regular basis. Several recommendations are made to improve the student engagement of the different groups.

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Finch, Johanna Louise. « Can't fail, won't fail : why practice assessors find it difficult to fail social work students : a qualitative study of practice assessors' experiences of assessing marginal or failing social work students ». Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2370/.

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The thesis focuses on the issue of the assessment of social work students in practice learning settings and draws on multi-disciplinary and international literature. The dissertation considers why practice assessors find it so difficult to fail social work students and what might get in the way of failing a student. The rationale for such an exploration concerns the relatively limited literature from both social work and other disciplines where there is a practice-learning element and what limited literature there is often appears under-theorised. A further rationale to explore this area of professional practice concerns the author‟s own experiences as a social work practitioner, practice assessor and social work educator. Located within a qualitative framework, the methodological influences on the research include: ethnography, life story and narrative approaches as well as practitioner-research paradigms; although it is clear that as the research progressed, practitioner-research paradigms became more influential. Based on twenty in-depth interviews with both new and experienced practice assessors, the research utilises the voice centred relational method to analyse the data. From this narrative process a number of stories emerge, including; “The Angry Story”, “The Dramatic Event Story”, “The Guilty Story”, “The Idealised Learner Story”, “The Internalising Failure So I Couldn‟t Always Failure Them Story”, “The Lack of Reflection Story” and the “What is my Role/Assessment Story”. Psychodynamic frameworks have been employed to theorise and make sense of these various stories as well as transactional analytical perspectives. Differences in approach to practice assessing are also considered, most notably around how practice assessors‟ conceptualise, make use of and understand the assessment process. It is also clear that disability, gender, ethnicity, class and sexuality also impact on the assessment process. For some practice assessors, ultimately the evidence of students' competence appears to rest on hope. It appears that some practice assessors are still giving students “the benefit of the doubt” a phrase coined thirty years ago by Brandon and Davies (1979) in a wide ranging but still very relevant study of the assessment of social work students in practice settings. Practice assessors thus find it difficult to fail students because of: Their lack of reflection about the intense emotions raised; The internalisation of these intense feelings; Lack of support from colleagues, the Higher Education Institute (HEI) and tutors; Lack of understanding about the process of assessment; Difficulties in managing the multifaceted role of the practice educator including the lack of acknowledgment of the gate keeping function.The dissertation concludes that although practice assessors have a very clear understanding of what behaviours might hypothetically cause a student to fail the practice learning opportunity, the reality is that not all practice assessors go on to fail the student. The high emotionality often associated with the process of managing a potentially failing student on placement often obscures the process. The thesis argues the need for practitioners to consider the intense feelings that arise in difficult practice learning opportunity situations in a more reflective, contained and considered manner. A number of ways forward have been suggested in light of these findings, including the need to pilot a reflective toolkit for practice assessors and students alike.

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Lusk, Christine Isabel. « The social construction of the mature student experience ». Thesis, St Andrews, 2008. http://hdl.handle.net/10023/553.

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Nesengani, Ralintho Isaac. « Father-absence and the academic achievement of high school students ». Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/18319.

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Father-absence, whether it be in the context of short duration or total absence, tends to provide inadequacies in the child's interaction with his/her father, leading to accompanying debilitating effects on cognitive functioning (Sutton-Smith et al, 1986). In view of the South African context father-absence economically sanctioned through migrant labour amongst Africans, manifests itself during the formative years of children's lives. For this reason this study investigates the association between migrant father-absence and children's levels of high school academic achievement. The sample of matched father-absent and -present working class children was acquired from 39 schools under the Venda State department of Education. HSRC's standardised Scholastic Achievement Test (SAT) biology, English second language, and mathematics were used as data gathering instruments. 276 father-absent and -present high school (Std 10) students data was analysed. Analysis of variance (ANOVA) was used to establish how academic achievement among students varies by family patterns and gender. Differences established between family patterns and gender on SAT raw scores of the Total Battery, mathematics, English second language and biology are reported separately. The results of the study seem to suggest that father-absence has some remarkable deleterious effects upon scholastic achievement, apparently depending upon the type of skill tested. Furthermore, another significant finding indicated among these working class African children is that father-presence tends to benefit males more than females, while father-absence detrimentally affects females more than their male counterparts.

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Qudah, Ibrahim Salman. « Relationship between Family Socioeconomic Status and the Academic Acheivement of Students in Jordan State Universities ». Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278654/.

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The problem of this study concerned the relationship between the academic achievement of students in Jordan state universities and the socioeconomic status (SES) of their families. A survey composed of questions regarding demographics, SES background, cultural factors, and accumulated grade point average (GPA) was administered by four Jordanian professors in four state universities in Jordan. Of the 620 surveys made, there were 609 usable surveys analyzed using the Statistical Package of Social Science SPSS/PC+. Data were sorted so that families' SES variables, namely fathers' and mothers' income, occupation, and education, and students' GPA were identified on a 9-point ordinal scale. Pearson's chi-square was used to determine whether relationships existed between parents' SES and with students' GPA. Spearman's correlation was also used to determine the direction and strength of the relationships. The same data were then compressed from 9 to a 3-point ordinal scale and were used to determine the relationship between studendts' GPA and their parents1 SES. For this purpose a one-way Analysis of Variance (ANOVA) was used. Five additional related questions concerned relationship between degree of religious commitment of parents, number of siblings, parents' kinship, parents1 educational aspiration, and reason for parents' educational aspiration, and students' GPA were identified on a 4-point ordinal scale and also tested using the one-way ANOVA, the Tukey/Kramer method, and the Eta coefficient.

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Chisholm, Mervin E. « The in-class and out-of-class experiences of African American undergraduates at a predominantly white midwestern university : a phenomenological investigation ». Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369915.

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The purpose of this phenomenological research study was to investigate the in-class and out-of-class experiences of undergraduate African American traditional-aged college students who were on a "success" path at a predominantly White campus in the Midwestern USA. It provided the opportunity for the voices of the participants to be heard. Purposive and snowball sampling were used to identify thirteen research participants. A semi-structured interview format enabling conversational interview was used.Findings suggested that the students' experiences were multifaceted and multilayered. They had to contend with racial microaggressions and verbal abuse. This called on their resilience occasioning the expending of psychic energy and extending of the self to cope. The experience of racism clearly suggested that the educational environment was not totally welcoming and supportive of African Americans as, These experiences consisted of discrimination, stereotyping, verbal assaults, and treatment that suggested that the African Americans had major deficits as persons. In the second place, the students described experiences in which they defied the odds. Hence surviving and thriving became an apt metaphor that captured the contours of the experience. Respondents described the importance of investing in the Black community, utilizing the networking opportunities, fellowshipping with friends, family and faculty, and developing disciplined approaches to life as important in the quest to survive and to thrive. In the third place, they also described college as a place where their lives were sculpted, and where they were sculpted for life. This theme was expanded through descriptions depicting college as a place that allowed for the defining, refining, and redefining of the self. They also encountered and came to value diversity, benefited from immersive learning and were challenged to balance and to learn to manage their lives as efficient stewards.The finding that elevated the use of Black community organizations and networking opportunities as counter and recuperative spaces and particularly the importance of body pedagogy in those spaces has value for ongoing research. Further, in negotiating college students had to balance their lives, employing folk wisdom or practical intelligences developed from their socialization in their families and the Black community.
Department of Educational Studies

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Norquist, Jordan Faith. « RevolutionärInnen am Fließband : a Comparative Gendered Analysis of the 1973 Pierburg and Ford Migrant Labor Strikes ». PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4824.

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In the years following the end of the Second World War, the Federal Republic of Germany experienced a "golden age" of economic upturn. Due to the labor shortage in the aftermath of war and the division of Germany, West Germany initially looked to its eastern counterpart, the German Democratic Republic, to meet its labor needs in the immediate postwar years. Once East Germany tightened its border control, the Federal Republic of Germany extended bilateral agreements to Southern Mediterranean countries to meet the nation's labor needs. Italy was the first official nation to have a bilateral work agreement with West Germany in 1955, yet by the end of the labor program, the greatest population of "guest workers" in West Germany were Turkish nationals. The West German public initially heralded the arrival of guest workers as a boon, but by the program's end in November of 1973, the West German press reviled the Turkish migrant worker as they gradually moved out of isolated company employee barracks into single apartments, often with families or spouses joining them from Turkey. In spite of a lack of rights on West German soil, the year of 1973 was witness to a swell in migrant political activity, in the form of unsanctioned labor strikes. Utilizing two of these strikes, this thesis will compare the strategies, support, opposition, and success of the Ford Cologne (Ford Köln-Niehl) Factory strike and the Pierburg factory strike in Neuss. In both instances, the degree of support by ethnic German coworkers and factory management influenced the success of the strike. Additionally, this analysis will demonstrate that gender, in concert with nationality, negatively affected the results of the Ford Cologne Strike by way of public reception, while the negotiation of the Pierburg strike through a gendered lens aided woman migrant workers in the cooperation of factory management, the worker's council, union, and the West German public. Regardless of the strikes' outcomes, the significance of the labor strikes of 1973 is emblematic of both the lack of human rights afforded migrant workers in West Germany at the time and the persistent determination of blue-collar migrant workers to claim space for themselves and their families.

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Flusk, Lynette Michelle. « Factors influencing interracial mixing amongst university students ». Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/150.

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This study examines the reasons given for the lack of interracial contact among 188 (142 Black, 25 White and 19 Coloured) university students. The most pervasive factor influencing such contact for the whole group (79.1 percent) was language differences. The statements endorsed by most black participants were; differences in behaviour (62.9 percent), socio-economic status (56.0 percent) and culture (52.5 percent). The coloured participants endorsed statements concerning socio-economic status (61.1 percent), culture (42.1 percent) and dissociation (42.1 percent). The white participants endorsed statements regarding race issues (64.0 percent), differences in behaviour (60.0 percent) and cultural differences (44.0 percent). This study found that metastereotypes social distance and contact correlate with prejudice. Metastereotypes and social distance positively influence prejudice in that an increase in these factors is associated with heightened levels of prejudice. The amount of contact between groups has a negative relationship with prejudice, indicating that increased levels of contact are associated with a decrease in prejudice.

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Crane, Amy L. « The relationship of social support and spiritual well-being to body dissatisfaction among college women ». Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1390654.

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The purpose of this study was to assess whether spiritual well-being and social support functioned as protective variables (moderators) for body dissatisfaction among college women. A hierarchical regression analysis was used to determine whether spiritual well-being and social support predicted body dissatisfaction, as well as if there was an interaction between the two variables. Approximately 100 female participants between the ages of 18 and 31 were recruited from the psychology department to participate in this study. Expanding the knowledge base on spiritual well-being, social support, and body dissatisfaction can facilitate awareness of preventative measures that may be beneficial to young women experiencing body dissatisfaction.
Department of Counseling Psychology and Guidance Services

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Gillespie, Patricia A. « Examining the perceptions of American educators on meeting the social and emotional needs of students ». Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/755.

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Brown, Tiffany Leigh. « Stressful life events and coping in college students ». CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/522.

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Behari-Leak, Kasturi. « Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020295.

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This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.

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Mirza, Hala. « Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062873/.

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Every year many immigrant families become members of United States communities. Among these are international graduate students whose lives and identities, as well as those of their families, are changed as they negotiate between cultures and experiences. In this study, three Saudi graduate students share their stories about culture, education and literacy. This research employs narrative inquiry to answer the following question: What stories do Saudi immigrant students tell regarding their educational beliefs and experiences, as well as the experiences of their children in the U.S. and in Saudi Arabia? The participants' interview texts are the main data source. The three-dimensional narrative inquiry spaces of temporality, sociality, and place help identify the funds of knowledge in place throughout these narratives. Data analysis uses funds of knowledge as a theoretical lens to make visible the critical events in each narrative. These events point to themes that support the creation of a third space in which the participants negotiate being in two cultures as well as their storying across time to understand their own experiences. Themes of facing challenges, problem solving, adaptation, and decision-making connect these stories and support the discussion of findings within the personal, practical, and social justifications for this narrative inquiry. The participants' negotiation of being in two cultures as revealed here serves as a resource for educators in understanding the instructional needs of immigrant families. The findings also have the potential to contribute to changing existing misconceptions about this minority group and other immigrant groups. In a rapidly growing global community as the United States, such narratives provide insights that invite personal understandings and connections among diverse people.

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McNulty, Kristy Lee Ann. « Adjustment to College among Lower Division Students with Disabilities| An Exploratory Study ». Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615917.

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This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social suport in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college.

A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey.

Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, & Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999).

Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activites, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagment coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment.

In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.

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Ferguson, Pauline Lynsay. « Becoming 'expert' : an exploration into the social conditions and effects of subjectivity formation within the Marketing Academy ». Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/395.

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The marketing academy arguably holds an influential position within society, yet culturally speaking, very little is known about it; its people, processes or knowledge. Regardless of its privileged situation, we remain reflexively impoverished in terms of disciplinary self-understanding. This study, in some small way, hopes to change that. Indeed espousing and pursuing import around its scholarly intervention, this research instigates questions of a reflective nature, around marketing academia. More specifically, taking an anti-foundational perspective, it seeks to explore processes of knowledge production within the discipline. Having reviewed current approaches to the evaluation of knowledge production from within marketing and beyond, this study comes to suggest a disciplinary lacking with regard to reflexive understandings, through marketing’s; (1) lack of consideration around knowledge as practice and (2) unsatisfactory consideration of the academic ‘subject’ therein. With this in mind, it located a more precise interest around ‘the marketing academic’ and specifically, subjectivity formation, within a doctoral process of a major UK University. It was believed that this focus would provide a potentially revelatory means for generating new and responsible understandings into the conditions and effects of our disciplinary (re)production. To this end, having theorised and analysed subjectivity formation through a Foucauldian lens (‘subjectification’, 1983) this study came to produce five main conclusions. These included suggestions that (1) ‘the self’ was constituted, not inherent (despite dominant evaluatory positions to the contrary), (2) subjective reproduction within the site included ‘independence’ and ‘knowledgability’ (3) the rhetoric of independence served to obscure power relations and everyday interactions within the doctoral process (4) problematic power relations, in part, defined the supervisory relationship, and that (5) effects of training were both positively and negatively experienced by informants.

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Hawkey, Colleen. « Patterns of participation, modes of exclusion : undergraduate students’ experience of community at a research-intensive university ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56557.pdf.

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O'Brien, Annmarie. « Persistence Influences on the Minority Student Attending a Predominantly White Postsecondary Urban Institution : the Student Perspective ». PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1276.

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This dissertation is an examination of influences that have contributed to the retention of a group of minority students attending a predominately white postsecondary institution. The focus of the study is on the students' perspectives and the meaning and personal interpretation students draw from influences that impinge upon them and from their interactions with the college experience. From a sociological perspective this view and emphasis on meaning is described as the sociology of everyday life. The component of the sociology of everyday life which directed the methodology is symbolic interactionism. The data collection instrument was a focused interview. Variables from the Metzner and Bean (1987) Conceptual Model of Nontraditional Student Attrition and Tinto (1987) Student Integration Model served as the starting point for the formation of the open-ended questions. The selected group of students were participants in a collaborative program between a school district, a community college, and a state university designed to encourage minorities to pursue careers in education. Twelve out of 25 qualified participants volunteered for the study. They represented a heterogeneous group of African-American, Hispanic-American, and Asian-American students. The data indicated that while the students had divergent family and educational experiences prior to entering the college, certain circumstances took place that were in many instances similar. The findings were multifaceted and represent institutional, environmental, and personal influences. Institutional influences included the encouragement of faculty and staff, introduction of college as a choice either early in their lives or when they were ready to make career changes, academic supports, ethnic and multicultural studies, a familiar site on campus to go for assistance, and the availability of supportive administrators and faculty. Environmental influences included familiarity with the lack of employment opportunities without a college degree, and experience in racially integrated environments. Personal influences included assistance with college expenses from a family member, awareness of the economic limitations without advanced training, and personal commitment and determination to persist. Supportive relationships within the context of the students' families, educational experiences and the broader society of which they were an integral part all played influential roles in the persistence of the students.

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Bell, Jonathan Andrew. « Entrepreneurial intention among Rhodes University undergraduate students ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020011.

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The entrepreneurial intentions of university students are important factors to consider when developing entrepreneurship offerings at tertiary level institutions. This research study reports on pertinent findings from a study which set out to determine Rhodes university undergraduate students‟ entrepreneurial intentions and their pull and push factors that have brought them to the decision to become entrepreneurs. A survey, using a 43 question structured web-based instrument was used to capture the responses from undergraduate students across different departments at Rhodes University, Grahamstown. Key findings suggest that few undergraduate students intend to enter into an entrepreneurship career immediately after completion of their studies, whereas many of the respondents were more interested in doing so five years after graduation. The vast majority of students were satisfied without having formal entrepreneurial education and factors such as previous employment in entrepreneurial activities, and family influence had a statistical significant relationship with entrepreneurial intention.

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Mackin, Freeman Daniel. « An Investigation of the Impact of High School Student Fine Arts Course Accumulation on Mathematics Course Achievement ». PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5041.

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Science, technology, engineering, and mathematics (STEM) educational achievement is vital to economic competitiveness in the United States and abroad. Despite a concerted effort, the US lags well behind many similarly developed nations. Research suggests that the integration of fine arts education into traditional STEM curriculum (STEAM) boosts academic achievement in STEM subjects and closes gaps between low- and high-socioeconomic status students. Justifications for STEAM programs are based, however, on the unexamined assumption, for one, that fine arts courses instill creative and critical thinking skills that can be transferred to STEM subjects. The present study explores the impact of taking fine arts courses on mathematics achievement in high school. Using the High School Longitudinal Study of 2009 and multi-level regression modeling, this study provides evidence that credit accumulation in fine arts courses relates positively to advancing past Algebra II in high school. Additionally, this estimated impact is much greater in magnitude for low-SES students than for their high-SES peers.

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Böttcher, Judith Lena. « Vowed to community or ordained to mission ? : aspects of separation and integration in the Lutheran Deaconess Institute, Neuendettelsau, Bavaria ». Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:75ce64eb-5a38-4d36-84d7-c48071df089c.

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This study offers an overdue exploration of the early years of the deaconess community in Neuendettelsau from a gender perspective. Drawing on rich archival material, it focuses on the process of the formation of a distinctive collective identity. Central to this study is the assumption, drawn from the social sciences, that collective identity is a social construction which requires the participation of the whole group through identification and which is consolidated by developing specific rituals, symbols, codes and normative texts, which facilitate integration, and by constructing external boundaries, which separate from the world and wider church. The centrifugal forces which came into play when deaconesses were sent out in isolation were counterbalanced by a communal life which offered forms of participation and identification for the individual members and which consolidated their sense of belonging. The first chapter introduces the methodology. Chapter Two explores the social, cultural and theological context of the foundation of the Deaconess Institute, and offers a brief outline of the institution's historical development. The third chapter offers an in-depth analysis of the initiation ceremony as a rite which both admitted into the community and conferred an ecclesiastical office. Chapter Four analyses formative and normative texts that shed light on the community's norms, values, and expectations. In the fifth chapter, non-literary means of consolidating and affirming the deaconesses' collective identity are explored. This study concludes that the process of the emergence of a specific deaconess culture was pervaded by bourgeois norms, values, patterns of behaviour and notions about gender roles which measured out the women's radius of action and were at times difficult to reconcile with the deaconess profession.

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Gow, Andrew Colin. « The Red Jews : Apocalypticism and antisemitism in medieval and early modern Germany ». Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186270.

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The Red Jews are a legendary people; this is their history. From the late thirteenth to the late sixteenth century, vernacular German texts depicted the Red Jews, a conflation of the Biblical ten lost tribes of Israel and Gog and Magog, as a savage and unnaturally foul nation, who are enclosed in the 'Caspian Mountains', where they had been walled up by Alexander the Great. At the end of time, they will break out and serve the Antichrist, causing great destruction and suffering in the world. The hostile identification (c. 1165) of Jews with the apocalyptic destroyers of Ezekiel 38-39 and Revelation 20 expresses a new and virulent antisemitism that was integrated into the powerful apocalyptic traditions of Christianity. None of the few scholars who have noticed the Red Jews in medieval and early modern vernacular texts has sought out, collected and examined the complete body of medieval and early-modern sources that feature the Red Jews. This study provides a long-term analysis of the intimate connections between antisemitism and apocalypticism via a forgotten and submerged piece of German 'medievalia', the Red Jews. The legend gradually dissipated. Until the beginning of the seventeenth century it was a medieval lens through which Germans saw events relating to the Turkish threat in the East; after that time, the Red Jews disappeared from European texts.

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Symes, Wendy. « The Reciprocal Effects Social Inclusion Intervention (RESII) : the design of an intervention to improve the social outcomes of students with Autism Spectrum Conditions (ASC) attending mainstream secondary schools ». Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-reciprocal-effects-social-inclusion-intervention-resii-the-design-of-an-intervention-to-improve-the-social-outcomes-of-students-with-autism-spectrum-conditions-asc-attending-mainstream-secondary-schools(6739bb97-4ad5-47da-a670-55e468edeb27).html.

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Autism Spectrum Condition (ASC) is a lifelong, developmental disability characterised by a 'triad of impairments' in social interaction, social communication, and social imagination (Wing, Gould & Gillberg, 2011). Increasing numbers of children and young people with ASC are now receiving their education in mainstream schools (Crosland & Dunlap, 2012). Inclusion in mainstream classrooms is perceived by some to provide the best opportunity for students with ASC to make improvements in social functioning, through modelling the behaviour of their peers (Boutot & Bryant, 2005; Connor, 2000). Evidence suggests, however, that this may not necessarily be the case. In fact, students with ASC are likely to experience a range of negative outcomes such as fewer friendships, more loneliness, less social support and more bullying and social rejection than their typical peers (e.g. Bauminger & Kasari, 2007; Humphrey & Symes, 2010a, 2011). These outcomes may be exacerbated further by the lack of appropriate interventions to adequately address them. Current interventions tend to overlook the role others can play in the social outcomes of students with ASC (Bauminger, 2002), are not designed with the school setting in mind (Crosland & Dunlap, 2012), overlook the needs of older students (Bond et al., 2016), and demonstrate limited generalisability beyond the intervention setting (Flynn & Healy, 2012). This thesis describes the design and development of an intervention designed to improve the social outcomes of students with ASC, by addressing these limitations. The intervention, named Reciprocal Effects Social Inclusion Intervention (RESII), comprises three parts, designed to be delivered simultaneously. These are: a social skills group for students with ASC; a peer-awareness campaign to improve attitudes towards those with the condition; and a training package for TAs to help them better support social interaction in the classroom. An intervention-research framework that outlines the key steps of intervention design guided the development of RESII. In the first step, a programme model that identified the factors underlying the negative social outcomes of students with ASC (the problem theory) and change strategies to address them (the programme theory), was developed. In the second step, the specific content for RESII was selected. In the third, and final, step, RESII was trialled in two studies involving five schools and 10 students with ASC to establish the feasibility and initial efficacy of RESII. There was some evidence that RESII could be implemented in mainstream secondary schools and have a positive impact on the intended outcomes. Overall, however, the data suggests that RESII is not currently ready to be disseminated more widely. Before its use can be recommended, further research is needed to address the identified theoretical, implementation and research issues. Specifically, future research should establish the feasibility and efficacy of each of RESII's components individually, include a more homogenous ASC sample and be delivered in schools by the intended delivery agents.

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Frempong, George. « Socioeconomic gradients in mathematics achievement : findings for Canada from the Third International Mathematics and Science Study ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56545.pdf.

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Degraff, Annette Mary. « The relationship of student-environment fit and physical self-efficacy in university wellness residence halls ». Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722456.

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The purpose of this study was to determine the relationship between student-environment fit and physical self-efficacy among female undergraduate students living in the Trane and Tichenor wellness residence halls at Ball State University. This study examined the following questions: 1) What is the degree of fit experienced by female students living in the Trane and Tichenor wellness residence halls?, and 2) Is there a relationship between student-environment fit and physical self-efficacy? Student-environment fit is necessary for a student's happiness, satisfaction, and achievement. Physical self-efficacy is an important component of positive self-concept and has been correlated with the healthy development of an individual. Data on student-environment fit was collected using the University Residence Environment Scale. The Physical Self-Efficacy Scale was used to collect data on the students' perceptions of their physical ability and self-presentation confidence. Statistical analysis of the data revealed: 1) significant t-scores for the degree of fit experienced by female students in Trane and Tichenor wellness residence halls, and 2) a significant correlation between the total student-environment fit score and the total physical self-efficacy score as well as a significant correlation for the URES subscales of Academic Achievement and Intellectuality with the total physical self-efficacy score.
Department of Home Economics

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龔仁崇 et Ronnel Bornasal King. « Studying for the sake of others : the role of social goals on engagement and well-being ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193013.

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Students pursue different goals in school, which have been shown to influence a variety of educational outcomes. The achievement goal framework which focuses on mastery and performance goals is currently the most dominant paradigm for the examination of students‘ goals in the school setting. Numerous studies have shown the different consequences associated with the pursuit of mastery and performance goals. However, a limitation of achievement goal theory is its neglect of social goals which pertain to social reasons for studying. This is surprising given the importance of interpersonal relationships for adolescent students. Moreover, from a cross-cultural perspective, social goals seem to be even more salient for students from collectivist cultures due to the greater importance of the relational fabric in such societies. Therefore, the general aim of this study was to investigate the types, the structure, and the consequences of social goals in a collectivist cultural context. Five inter-related studies were conducted with Filipino secondary school students. Study 1 was a qualitative study which aimed to assess the different types of goals that students pursued. Results indicated that most of the goals pertained to social goals, and only a minority of these referred to the more commonly-researched achievement goals. Studies 2 and 3 aimed to examine the cross-cultural applicability of the 2 x 2 achievement goal model and the hierarchical and multidimensional model of social goals respectively in the Philippine setting. The 2 x 2 achievement goal model posits a distinction between four types of achievement goals: mastery-approach, mastery-avoidance, performance-approach, and performance avoidance, while the hierarchical and multidimensional model of social goals construes social goals as a higher-order construct underpinned by five specific types of social goals: social affiliation, social approval, social concern, social responsibility, and social status. Results of these two studies indicated that these models were both applicable to Filipino students. As such, they were used in the subsequent studies. The aim of Study 4 was to test the relationships among achievement goals, social goals, academic engagement, and achievement. A longitudinal design was adopted and results indicated that social goals were the most salient positive predictors of academic engagement. They were also negative predictors of academic disengagement. Engagement and disengagement, in turn, mediated the impact of goals on subsequent academic achievement. Study 5 examined the relationships among achievement goals, social goals, and well-being. A longitudinal design was adopted, and results showed that mastery-approach and social goals were the most beneficial for well-being. Taken together, these studies showed the importance of investigating social goals alongside the oft-examined achievement goals given their greater salience and their causal dominance over achievement goals in predicting both achievement-related and broader well-being outcomes. Theoretical and practical implications, as well as directions for future research are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Ho, Tin Lai. « A study of the relationship of family structure, students' social-economic status, and grade retention to the educational and occupational expectations of secondary school students in Macao ». Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1880480.

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Thèses sur le sujet « Students – Social conditions – Germany »

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