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Dissertations / Theses on the topic 'American College of Hospital A'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Al, Hassani Mattar S. S. "Development of a System Based Approach for Strategic Implementation of Occupational Health and Safety Practices in Health Care Organizations." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4884.

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This thesis aims at investigating the importance of effective implementation of health safety and hygiene legislations and practices in Health Care delivery systems. A new System Based Approach for Strategic Implementation of Occupational Health & Safety Practices is proposed in this thesis. The underlying principle of the approach is based on involvement and inputs from staff and management rather than by pre-specified requirements and objectives. Furthermore, the development process is a closed loop process that provides a mechanism for continuously evaluating system performance and monitoring activities that have considerable impact on health and safety practices. A case study was conducted in the medical laboratories of five major hospitals in the Emirate of Abu Dhabi. Data were collected through questionnaires, staff interviews, and reviewing laboratory safety reports compiled over a three years period. The main conclusions from this study are: 1. The proposed approach has proven to be useful in analyzing existing health and safety systems. The methodology and tools proved to be instrumental in defining inefficiencies and determining the status of the Health & Safety policies & practices in the selected medical laboratories. 2. Effective implementation of the proposed approach has shown improvements in productivity, operational cost, service quality, staff and management satisfaction. 3. The case study has demonstrated that a developing country such the UAE, with no previously existing Health & Safety legislation and little risk prevention culture, can rapidly and effectively introduce effective industry specific H&S by adopting an integrated systems based approach. 4. UAE has highly advanced and economically developing base, there is a general willingness at senior level within the UAE to achieve high levels of competence and standards in all industrial sectors. 5. CAP is a system based management tool which has been implemented globally, but only limited in the gulf region; CAP has been implemented by the author and colleges within Zayed Military Hospital between 2003-2007.
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Al, Hassani Mattar Saeed S. "Development of a System Based Approach for Strategic Implementation of Occupational Health and Safety Practices in Health Care Organizations." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4884.

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This thesis aims at investigating the importance of effective implementation of health safety and hygiene legislations and practices in Health Care delivery systems. A new System Based Approach for Strategic Implementation of Occupational Health & Safety Practices is proposed in this thesis. The underlying principle of the approach is based on involvement and inputs from staff and management rather than by pre-specified requirements and objectives. Furthermore, the development process is a closed loop process that provides a mechanism for continuously evaluating system performance and monitoring activities that have considerable impact on health and safety practices. A case study was conducted in the medical laboratories of five major hospitals in the Emirate of Abu Dhabi. Data were collected through questionnaires, staff interviews, and reviewing laboratory safety reports compiled over a three years period. The main conclusions from this study are: 1. The proposed approach has proven to be useful in analyzing existing health and safety systems. The methodology and tools proved to be instrumental in defining inefficiencies and determining the status of the Health & Safety policies & practices in the selected medical laboratories. 2. Effective implementation of the proposed approach has shown improvements in productivity, operational cost, service quality, staff and management satisfaction. 3. The case study has demonstrated that a developing country such the UAE, with no previously existing Health & Safety legislation and little risk prevention culture, can rapidly and effectively introduce effective industry specific H&S by adopting an integrated systems based approach. 4. UAE has highly advanced and economically developing base, there is a general willingness at senior level within the UAE to achieve high levels of competence and standards in all industrial sectors. 5. CAP is a system based management tool which has been implemented globally, but only limited in the gulf region; CAP has been implemented by the author and colleges within Zayed Military Hospital between 2003-2007.
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3

Peper, Alan R. "Successful African-American college students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.
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4

Greenwood, Keith M. "Robert College : the American founders /." Istanbul : Boğaziçi univiersity press, 2003. http://catalogue.bnf.fr/ark:/12148/cb410865859.

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5

Valentine-Cobb, Linda Denice. "African American Male College Students' Experience of College Preparation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4260.

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African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions via in-person or phone interviews, which resulted in 4 major themes. Results showed that African American male students experienced inequalities and barriers during their school years, and they were aware of segregation between schools. Predominately White Schools had better opportunities for students' success; opposed to predominately Black schools, which had less opportunities for student success. Participants described the inequalities they saw or felt regarding the differences in schools, their teachers' behaviors, and perceptions from society. This study has the potential to make a positive social change in society with specific focus on educational institutes. Therefore, if educational institutes at the district and state levels advocate for African American male students, they can become college graduates.
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6

Wang-Yeung, Leilani Weichun. "Examining Factors Influencing Asian American and Latino American Students' College Choice." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013410.

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This dissertation examines the gap in college enrollment between Asian Americans and Latino Americans regarding the effects of family and school factors, classifying them into the six ethnic/generational status groups (Asian American first generation, Asian American second generation, Asian American third generation and plus, Latino American first generation, Latino American second generation, and Latino American third generation and plus). Through logistic regression analysis of the ELS: 2002 data, national longitudinal sample of 10th graders, the study findings indicate that except for 10th grade achievement, family plays a more important role in predicting overall college attendance (both 2-year and 4-year colleges), including SES, gender, parental and students’ expectations, 3 rd generation, and high school type. On the contrary, school plays a more important role in predicting 4-year college attendance, including 10th grade achievement, academic excellence, participation in extracurricular activities, and English proficiency. Asian Americans are more likely to enroll in overall colleges as well as 4-year colleges, and the generation difference is not found. In contrast, Latino Americans are less likely to enroll in overall colleges as well as 4-year colleges, and there are noticeable generation differences; the low college enrollment rates are largely driven by non-immigrant Latinos. Recommendations for policy makers are provided.

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7

Kouanchao, Ketmani. "Lao American college students' holistic identity development." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570185.

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Lao American college students' holistic identity development was examined in this study. The research utilized modified grounded theory methods to generate a model of holistic identity development for Lao American students whose families immigrated to the United States after 1978 as a part of the third wave of Laotian immigrants. Chickering and Reisser's (1993) psychosocial identity development theory and Kodama, McEwen, Liang, and Lee's (2002) negotiating identity and development task model for Asian Americans were utilized as an a priori theoretical foundation. Interviews explored participant perceptions and lived experiences as related to the elements of these two theories. Grounded theory development techniques were utilized in the analysis to explore the nature and interactions of various elements of the a priori theories. Data were collected using one exploratory focus group followed by in-depth interviews. Each participant was a child of parents who were refugees; all but one was born in the U.S. Findings center around three themes related to Lao American college students' holistic identity development: (a) the enmeshment of purpose and identity, (b) the influence and integration of family and culture influences, and (c) the fluidity of community influence. The dissertation concludes with a discussion of implications for theory, policy, and practice.

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8

Oliver, Katherine M. "College-Educated, African American Women's Marital Choices." UKnowledge, 2016. http://uknowledge.uky.edu/hes_etds/46.

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This study explores the desire to marry, marriageable mate criteria, and marital choices/options as they pertain to college-educated, African American women within today’s society. A purposive, nationally based sample (N = 95) of never married, college-educated, African American women (i.e., 18 to 40 years of age) was gathered via an online survey accessed by an emailed link. A mixed methods approach was utilized within the survey design, followed by data analyses (i.e., frequencies, two-way analyses) interpreted through a theoretical framework of social exchange. Areas discussed include life goals of marriage, cohabitation, and career; romantic barriers; the perceived availability of marriageable men; and desired traits for a marriageable mate. Partner traits assessed ranged from being character based (e.g., respectful, spiritual, swag, never incarcerated), and were broadened to include educational, financial, and ethnic preferences for a potential partner. Findings showed that respondents possessed a strong desire to marry, the greatest hindrance to entering a relationship was the lack of mates, and many were interested in looking for a potential partner outside of their own ethnicity. Findings were not statistically significant; however, the insight gained further informs this understudied area of research while having broad socio-cultural implications for families and communities.
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Campbell, Deanna Ing. "Perspectives of Native American community college students." Thesis, University of Southern California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160160.

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Community colleges are increasingly accountable for student outcomes and have been focused on closing outcome gaps among groups of students. Nevertheless, Native American students have continued to be among the lowest performing ethnic groups. Yet there has been a dearth of studies on Native American community college student experiences. This dissertation addresses the lack of research by presenting perspectives of Native American community college students. Native American students’ perspectives on their educational experiences and how those experiences supported or hindered achievement of their educational goals provide a foundation for understanding why outcome gaps persist. Further, these perspectives suggest ways the gaps can be closed. The interviews and focus group conducted with 10 Native American community college students resulted in qualitative data that revealed factors that influenced students’ educational experiences and educational goals. This study finds that students’ pathways through community college, factors within the community college (faculty, campus environment, students, services, staff), student development, factors external to the community college (family, work, financial aid, “significant life challenges,” tribal community), and cultural factors (identity, symbols, behaviors, expectations, “rez life,” racism, curriculum, historical trauma, Native American classmates) influenced educational experiences and goals. This study posits that by supporting the positive factors and mitigating the negative factors, community colleges can better support Native American students in achieving their educational goals and thus move closer to closing equity gaps. Further, this dissertation recommends further research on each of these factors and how the factors influence and impact Native American community college student success.

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10

McCluskey, John M. "Music as Narrative in American College Football." UKnowledge, 2016. http://uknowledge.uky.edu/music_etds/57.

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American college football features an enormous amount of music woven into the fabric of the event, with selections accompanying approximately two-thirds of a game’s plays. Musical selections are controlled by a number of forces, including audio and video technicians, university marketing departments, financial sponsors, and wind bands. These blend together in a complex design that offers audible and visual stimulation to the audience during the game’s pauses. The music chosen for performance in these moments frequently communicates meaning beyond entertainment value. Selections reinforce the game’s emotional drive, cue celebrations, direct specific audience actions, and prompt behaviors that can directly impact the game. Beyond this, music is performed to buttress the successes of the home team, and to downplay its failures. As this process develops over the course of the game, the musical selections construct a sonic narrative that comments on the game’s action, enhancing or suppressing audience members’ emotional reactions to the events on-field, and informing their understanding of the game’s developments. By preparing for and responding to in-game situations, music creates a coherent narrative out of football’s unpredictable events. This project demonstrates the use of musical narrative in American college football via close consideration of case studies of games representing five of the most prominent college athletic conferences, the Atlantic Coast Conference, the Big 10, the Big 12, the Pac 12, and the Southeastern Conference. These sources include interviews with college football’s musical agents, including sound operators, band directors, and producers, as well as documentation of the games’ on-field developments and the music that accompanies them. Finally, this project utilizes of musical narrative as a new means of critically considering the power lines of race and gender in college football culture.
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11

Seropian, Taleen. "The Armenian American college experience| Exploring a hidden minority on college campuses." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528044.

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By exploring the experience of Armenian Americans who have enrolled in the American higher education system, this study investigated how the Armenian American identity influenced the experience of college students. The research explored the community and cultural wealth that Armenian Americans brought to their universities, which interacted with established institutional resources and structures. Data was collected through semi-structured, open-ended interviews of 21 participants from the Greater Los Angeles area. The major findings of the study include the emergence of the Armenian American student identity (AASI), customization and negotiation of the oncampus experience, and building networks on campus. The overarching metaphor for the AASI became Two Circles. Two Worlds., refers to the code switching taking place with the Armenian American college student population. This code switching resulted in the two campus acculturative strategies of compartmentalization and integration. The discussion explicated three factors that impacted the selection of these acculturative strategies: (a) on campus presence, (b) campus hospitality and environment, and (c) shared experience. The research concluded with implications for practice within student affairs, administration, and faculty as well as multiple opportunities for future research to provide further insight into this student population.

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12

Lee, Sammy. "Self-reported embarrassment between Chinese, Chinese American, and Caucasian American college students." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186552.

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One purpose of this study was to determine if there were any differences in embarrassment between Chinese, Chinese American, and Caucasian American college students. A related purpose was to determine if there were any behavioral characteristics associated with embarrassment among the three groups. A total of 137 college students were given the Embarrassment Questionnaire (Modigliani, 1966) and the revised California Psychological Inventory (CPI; Gough, 1987). Three hypotheses were tested. The first: that there was no significant difference on the embarrassment questionnaire mean score between the three groups. The second: that there was no commonality in the kinds of embarrassing situations experienced by the three groups. The third: that there was no significant difference between the three groups in behavioral characteristics as measured by the CPI. The first hypothesis was tested using ANOVA. The three groups' mean scores on the embarrassment questionnaire were significantly different at the.05 level. The Chinese Americans were the least embarrassable. The Chinese were in the middle and the Caucasian Americans were the most embarrassable. This result may be related to how open or guarded the subjects were in responding to the questionnaire. The second hypothesis was tested using factor analysis. Because of the small sub-samples and the resulting factors accounting for 11% of the variance, it was concluded that there was no commonality in the kinds of embarrassing situations experienced by the three groups. With the third hypothesis ANOVA was used to test the significance of the differences between the three groups on the twenty scales of the revised CPI. The results suggest that the variance among the three groups was due to factors other than ethnicity.
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13

Evans, Heather K. "The young American voter the political participation of college and non-college youth /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378344.

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Thesis (Ph.D.)--Indiana University, Dept. of Political Science, 2009.
Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4027. Adviser: Edward G. Carmines.
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14

Harris-Williams, Cassandra. "African American College Students' Perceptions of Valuable College Experiences Relative to Academic Performance." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304473859.

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15

Dastmozd, Rassoul. "African American students' experiences at "urban community college"." Fort Collins, CO. : The author, 2007. http://www.clark.edu/Library/InstitutionalRepository/Rassoul%20Dastmozd%20Dissertation.pdf.

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16

Lee, Kia. "The beauty perceptions of Hmong American college women." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leek.pdf.

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17

Blalock, Christal. "African American Graduates' Experiences of Managing College Debt." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4422.

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Higher education is a means to improve professional status and economic mobility; however, mounting college debt has become a hindrance to college graduates, primarily African Americans. A disproportionate number of these graduates incur significant debt while attending college. The purpose of this descriptive phenomenological study was to understand the lived experiences of African American college graduates who were managing debt incurred to pay for their education. Human capital theory and critical race theory provided the conceptual framework. Two research questions motivated this study: How do African American college graduates living in the state of Georgia manage their college debt? What role does college debt play in the career and financial choices of African American college graduates who reside in the state of Georgia? Data collection included semistructured interviews with 20 participants. Data analysis was hand coded to identify 3 themes: pursuit of financial independence, education would improve participants' financial position, and college debt is a burden. A college education has been viewed as the way to improve socioeconomic standing, however, the cost of this education can result in student loan debt that burdens graduates' ability to acquire financial growth, thereby reducing the effect of achieving a college education. Recommendations consisted of two potential areas of improvement: mandatory financial aid counseling for students before high school graduation, and an expansion of the exit interview process for prospective graduates from colleges and universities. Results may contribute to positive social change by enhanced decision-making among college students and their families before graduation, and to improved financial counseling techniques, research methods, and debt decision capabilities.
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Betton, Alena C. "Psychological well-being and spirituality among African American and European American college students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1090946713.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains viii, 82 p. Includes bibliographical references (p. 73-82). Available online via OhioLINK's ETD Center
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Lupinski, Kirsten G. "Cultural differences in body image the perspectives of European American, African American and Asian American college women /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1060197875.

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20

LUPINSKI, KIRSTEN G. "CULTURAL DIFFERENCES IN BODY IMAGE: THE PERSPECTIVES OF EUROPEAN AMERICAN, AFRICAN AMERICAN AND ASIAN AMERICAN COLLEGE WOMEN." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1060197875.

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21

Frett, Jeannette. "College-to-Career Experience| Black and Hispanic First-generation College Graduates." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829075.

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This study examined the lived college-to-career experiences of 23 Black and Hispanic first-generation bachelor’s degree recipients who completed an 18-month career preparation program conducted by Management Leadership for Tomorrow, a non-profit organization dedicated to the career preparation and professional advancement of high-performing emerging leaders from underrepresented, diverse communities, including undergraduate students transitioning from college to career.

With record high costs of higher education, increased demand for bachelor’s degree credentials in the labor force, and disproportionately higher rates of unemployment for Black and Hispanic first-generation college graduates, understanding the forces that influence the college-to-career transition of Black and Hispanic first-generation bachelor’s degree recipients is critical. Using a qualitative research approach, the data gathered from semi-structured interviews were analyzed through the prisms of human capital theory and social cognitive career theory, a career-related construct for examining the personal, behavioral, and environmental forces influencing individual career choices, expectations, decisions, and outcomes.

The findings point to five forces influencing the college-to-career experiences of the 23 Black and Hispanic FGC graduates in this study: family, persistence, preparation, networking, and race.

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22

Shulterbrandt, Elizabeth. "Pitzer College/WesternU's Native Youth to College Program: Curriculum Development in Urban Indian Education." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613382.

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College preparatory programs like Pitzer College/WesternU's Native Youth to College Program provide a unique experience for Native high school youth - weaving tether academics and culture for student success. However, there exists a gap in the literature on curriculum development of Native-serving programs as Mack et al, (2012), Tierney and Hagedorn (2002) and others have noticed. Using Brayboy's TribalCrit (2005) as the guiding theory, qualitative interviews of program staff and analysis of internal program documents are conducted. Nine core curricular elements-academics, culture, media studies, college preparation, health careers, intergenerational mentorship, STEM, life skills & telling your story - are found to have developed within the program, providing a blueprint which Native educators and others can use in developing curriculum for their own college preparatory programs.
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Marbury, R. Kevin (Robert Kevin). "African-American Senior Administrators of Colleges and Universities in American Higher Education: Identification of Characteristics in Their Career Progression." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277660/.

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This study identified and compared characteristics in the career progression of African-American college presidents of institutions in the continental United States. The study was concerned with personal, educational and professional characteristics of these senior level administrators. From a population of 141 individuals, 73 presidents participated in this study. Frequencies, means, percentages, chi-square, crosstabulations and analysis of variance (ANOVA) were employed in the analysis of data. The level of significance was set at 0.05.
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Hill, Mary. "Social cognitive theory and career development in African-American and Euro-American college students." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osuosu1243026099.

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Shiu, Alexandra Johnsen Susan K. "The role of social capital and mediating factors in Hispanic student college retention." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5204.

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26

Hamm, Amanda E. "Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799483/.

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Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students do in fact attend community colleges, and many experience myriad challenges. This exploratory study investigated the community college pathways of Asian American community college students, the role of family and culture in shaping expectations for higher education, and participants’ perceptions of the model minority myth and the degree to which this myth influenced their college experiences. Institutional practices and policies, or lack thereof, that support the success of this highly diverse population were also studied. Purposeful sampling was used to gather a sample of 28 students, who self-identified as Asian American and attended one of the three largest community college districts located in North Texas. The sample included 16 males and 12 females, whose ages ranged from 18 to 49 years old, with a mean age of 24. Data collection involved a demographic questionnaire and semi-structured individual interviews. The participants represented 13 different ethnicities, and nine were members of more than one ethnic or racial group. Ten participants were foreign-born citizens, and all of the participants had at least one foreign-born parent. Qualitative data provided description rich information that shed light on the expectations, experiences, and views of Asian American community college students, a virtually unstudied population. Consistent with current literature on Asian American college students, the findings suggest many Asian American community college students struggle with tremendous cultural and familial pressures for succeeding academically, and many described their experiences with racial microaggressions related to model minority stereotypes that they perceived their peers and instructors to have held. Recommendations for policy and practice designed to improve educational outcomes for Asian American community college students are addressed.
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Cooper, Dana. "Informal Ambassadors: American Women, Transatlantic Marriages, and Anglo-American Relations, 1865-1945." Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-12052006-133451/.

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Between 1865 and 1945, a number of prominent marriages united American heiresses and members of the British aristocracy. Through the lives of Lady Jennie Jerome Churchill, Duchess Consuelo Vanderbilt Balsan, and Lady Nancy Astor, this dissertation analyzes the lives and marriages of American-born, British-wed women within the context of diplomatic service and the Anglo-American rapprochement as they demonstrated a keen ability to de-masculinize the traditionally male world of diplomacy. These women surprised their familiesboth British and Americanand often themselvesas they exhibited an extraordinary degree of agency in a period that clearly placed women outside the boundaries of politics and diplomacy. Their positions as the wives of leading members of the British aristocracy provided them with unprecedented access to the eyes and ears of individuals at the highest level in Great Britain, the very decision-makers who formulated and implemented foreign policy with their home country. During the period under consideration, Americans and Britons began to view one another less as adversaries and more as allies. Through their marriages, these women skillfully and successfully blurred the lines of public politics and private lives in a period that did not afford women the right to vote. Without formal educations in politics or foreign policy, without the title or staff provided to a diplomat or ambassador, these women created an unprecedented degree of agency within a world that would have undeniably recoiled at the idea of a female diplomat or politician. Collectively and individually, these women informal ambassadors who worked to improve relations at the turn of the twentieth century and served an important role in terms of influencing foreign relations as the United States and Britain moved toward the special relationship.
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Blair, Mark L. M. "Taking the Next Step: Promoting Native American Student Success in American Indian/Native American Studies Graduate Programs." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556961.

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Native American doctoral student enrollment has not increased over the past twenty years, despite a steady increase in enrollment at the undergraduate level. Native Americans are the only group to not see an increase in doctoral degrees granted. There are many individual and institutional factors affecting Native American student success such as cultural and social isolation, financial stressors, racism, and access to indigenous faculty and mentoring. What are American Indian/Native American Studies (AIS/NAS) programs doing about it? AIS/NAS programs are uniquely qualified to address these factors. They were originally created to increase enrollment and recruitment of Native American students on campuses. Many of these programs have incorporated Native student retention into their missions and are often the only ones taking the next step to promote Native American graduate student success on campus. There are eight "pure" AIS/NAS graduate programs in the country. "Pure" means that the program is a stand-alone unit and the degree is earned in AIS/NAS. There are only three such doctoral programs in AIS/NAS: University of Alaska Fairbanks, University of California-Davis, and the University of Arizona. The University of Arizona is the number one doctoral degree granting institution in the United States for Native American students. Despite lack of funding and resources, forty percent of these doctoral recipients are from the American Indian Studies Program. A mixed method approach consisting of intense empirical research and data mining was used in order to find enrollments of Native students, identify AIS/NAS programs and enrollment trends, and identify factors affecting student success. Native American students are vastly underreported in the federal data base (IPEDS), which affects federal student aid and relegates many students invisible. The following were identified as the key factors for Native American graduate student success: determination and resiliency, supportive relationships through mentoring and access to faculty, and a desire to give back to their communities. It is recommended that AIS/NAS graduate programs honor their land grant obligations in order to increase access and funding for Native students through endowments and tuition waiver programs, develop a detailed mentoring plan, and improve outreach to Native communities.
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Bungamongkon, Nit. "Career decision-making of Thai and American college students." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185330.

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The purpose of this research was to test two null hypotheses: (1) there will be no significant differences in career decision-making between Thai and American college students, and (2) there will be no significant relationship in career decision-making within the Thai and American college students in regard to: (1) gender, (2) their parental socioeconomic status as implied by the father's occupation, (3) self-efficacy, (4) interest, (5) sex-role orientation, (6) occupational expectations, (7) occupational aspirations, and (8) career certainty. Three measures were used in addition to demographic data: (1) a measure of career decision-making, (2) a measure of self-efficacy, and (3) a measure of sex-role orientation. The sample of this study were undergraduate students who enrolled in Introduction to Psychology classes at Khon Kaen University, Thailand, in 1990 and American undergraduate and graduate students who enrolled in Basic Skills in Counseling classes at the University of Arizona, U.S.A., in 1990. Each subject was asked to fill out the three questionnaires. T-test analysis was used to address the first hypothesis. Multiple Regression Analysis was used to determine how well gender, parental occupations, self-efficacy, interest, sex-role orientation, occupational expectations, occupational aspirations, and career certainty could predict the dependent variable career decision-making to address the second hypothesis. For career decision-making, the Thai students showed higher indecision than the American college students. Finally, the predictor variables of this research were not able to predict the Thai students' career decision-making.
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Henley, Robert Ashby 1950. "Acculturation and self-esteem of Mexican American college students." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278429.

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This study sought to examine patterns of acculturation among a sample of 18 Mexican American college students and to compare them with participants' scores on a self-esteem scale, which was selected as a measure of adjustment. Mendoza's Cultural Life Style Inventory was used to assess acculturation due to its ability to provide a more precise profile of acculturation. Self-esteem was measured with the 10-item Rosenberg Self-esteem Scale. Although the findings did not indicate a statistically significant correlation between the two, the data contained in the acculturation assessments, particularly, suggested some interesting indications to the effect that while most have an overall dominant tendency of cultural shift, the tendencies exhibited in several individual dimensions more frequently tended to be cultural incorporation or cultural resistance. It was also noted that the self-esteem scores tended to be quite high.
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31

Smith, La Toya Bianca. "PREDICTORS OF ACADEMIC SUCCESS AMONG AFRICAN AMERICAN COLLEGE STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/24.

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African American students are graduating from high school and enrolling in higher educational institutions at greater rates than in previous years (U.S. Department of Education, 2009). Yet, they have not achieved the same level of academic success as their racial counterparts (American Council on Education, 2010; Ross, 2012). Ultimately, this disparity has resulted in only 17.7% of the African American population 25 years of age and older having at least a Bachelor’s degree (U.S. Department of Commerce, 2012). Many researchers have employed comparative study designs to explore this disparity. Additionally, researchers commonly study academic success through the exploration of intrapsychic or environmental contributing factors. As a result, limited studies examining the confluence of these factors exist in the literature, and the impact of these contributing factors is not clearly understood. This study seeks to explore the predictive factors of academic success among African American students by attending to both intrapsychic and environmental factors without the comparison of African American students to students from other races/ethnicities. Employing Tinto’s longitudinal model of institutional departure (Tinto, 1993) and positive psychological approaches, this study will use multiple foci and strengths to answer the research question: Do racial identity, goal commitment, and institutional climate predict academic success among African American college students? Academic success was measured in this study by academic adjustment, social adjustment, and self-reported grade point average (GPA). Data consisted of 240 African American freshmen from colleges and universities across the nation. Participants completed an online survey that assessed their perceptions regarding racial identity, institutional climate, goal commitment, academic adjustment, social adjustment, and GPA. The results showed that racial identity and institutional climate predicted academic adjustment and social adjustment, but not GPA. Goal commitment predicted academic adjustment, social adjustment, and GPA. When all predictors were combined in the same regression analysis, academic adjustment, social adjustment, and GPA were each predicted and unique significant contributors to the explained variance in those analyses emerged. These findings may help address some of the gaps in the literature regarding academic success among African American students These results can aid in the understanding of the impact of racial identity, institutional climate, and goal commitment among African American college students. Additionally, these results may to the creation of environmental conditions that can facilitate a connection and commitment to higher educational institutions and thus, adaptive academic and psychological outcomes.
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Wang, Xiao. "Chinese-American college writers' texts and their cultural values." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115722.

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The purpose of the study was to determine the "interlanguage" characteristics in Chinese-American college writers' texts. Also, the study sought to determine the connections between their "interlanguage" characteristics at the syntactic and discourse levels and their cultural values and linguistic backgrounds. The population of the study consisted of 3 randomly selected Chinese-American students who have taken freshman writing classes at UCLA.The methods employed in this case study were context-sensitive textual analysis and qualitative techniques. In the context-sensitive analysis, twenty-four academic papers by these students were analyzed from four angles--error analysis, syntactic fluency analysis, cohesive ties analysis, syntactic construction analysis, and discourse organization pattern analysis. In the use of qualitative techniques, twenty-seven interviews were carried out, two recordings of family dinner and party were analyzed, and answers to questionnaires were studied.Findings support the hypothesis of the study--there are characteristic features in the texts by Chinese-American writers, and these characteristics at both syntactic and discourse levels have correlations to their linguistic background and cultural values. At the discourse level, the essay organization in these students' essays tends to follow an indirect pattern as Kaplan has claimed in his 1966's study. At the syntactic level, thekinds of errors occurring in these students' texts are the same as ESL Chinese students' errors, which supports the research findings by Zhu Hong, Hu, and other ESL researchers. Thus, the study has made two-fold connections--between Chinese-American college writers' texts and their cultural and contextual backgrounds and between ESL studies and composition studies.The implications of the research findings for the teaching of basic writing and future research in the field are discussed in the last chapter to enhance Chinese-American students' as well as their writing teachers' awareness of their writing characteristics and of connections between their cultural values and linguistic background.
Department of English
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33

Johnson, Terri Lynn. "Survival strategies of African-American women in community college /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008362.

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34

Taylor, Rives Trau. "The American college and its architecture : an institutional imperative." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/78082.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1988.
Includes bibliographical references (leaves 256-268).
The architectural form of the American college campus is shaped by broader cultural and philosophical factors which themselves are based on the notion of an architectural environment able to control the intellectual growth of the individual. This thesis investigates the artistic and philosophical preconceptions of the profession of architecture during the American period of 1880 to 1920 using the college campus of Carnegie-Mellon University and the work o f Henry Hornbostel as the means of investigation. The architecture of the campus reflected the values and ideals of a diverse number of parties who were all interested in improving society along a "progressive" but conservative ideology. Their tools of reform were the Fine Arts and a system of higher education. They based this education on both a utilitarian pragmatism and a hegemony of cultural ideals. As they affect the campus form I will investigate the social ideals and the means to achieve those ideals as advocated by the patron Andrew Carnegie, by his lieutenants in Pittsburgh, by the city fathers of Pittsburgh, by the architectural profession (both the practicing and educational branches), by the wider academic community, and by the architect himself. This thesis investigates the notion of the Institutional Imperative in America at the turn of the century so to understand both the evolution of American civic architecture and the process whereby the individual architect made his formal decisions with respect to his larger philosophies and national context.
by Rives Trau Taylor.
M.S.
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35

Celestin, Michael. "Prevalence of Tobacco Use among African-American College Students." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/42.

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This study examined factors that may protect African-American young adults in college from early onset of cigarette smoking, and factors that may place them at risk for cigarette smoking, using the framework of the Social Cognitive Theory. It was hypothesized that existing regulation of smoking, positive attitude toward academics and school connectedness would be related to low cigarette-smoking rates, while exposure to pro-tobacco promotions would be related to high cigarette smoking rates. A convenience sample of 576 undergraduates at Dillard University of New Orleans completed a Harvard College Alcohol Study survey. Forty six percent (n=269) completed the survey. Ninetyone percent were African American, and 13% of them were ever-smokers. Chi Square analysis was used to test for a statistically significant difference in response rates between eversmokers and non-smokers. Results indicated no significant differences between respondents for any outcome measures. The Social Cognitive Theory constructs were not supported by the findings.The results of this study do not support any of the hypotheses. The Social Cognitive Theory constructs used to examine the hypotheses are not supported by the findings. Future studies should address the limitations of this research by using a random sampling technique, sampling across all academic classification levels, and assessing the validity and reliability of the Harvard College Alcohol Study survey measures for cigarette smoking.
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Martin, Marika Lelang. "AFRICAN AMERICAN COLLEGE STUDENTS AND THEIR ATTITUDES TOWARD MARRIAGE." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050092611.

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37

Harris, Angela L. "Barriers to Group Psychotherapy for African-American College Students." Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1342396118.

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38

Lewis, Debra E. "Life events of single African American mothers attending college." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399897826.

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Huff-Simmons, Terri. "Promoting Oral Health Knowledge in African American College Students." Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1429608611.

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40

Alahmad, Husam I. (Husam Ibrahim). "Subsidy ("Vanity") Publishing Among American College and University Faculty." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc330809/.

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The problem of this study was subsidy ("vanity") publishing among college and university faculty. The purpose of the study was to estimate the extent to which postsecondary faculty use subsidy presses for the publication of their scholarly writings and the professional reasons for which academicians choose these presses to publish their works, viz., tenure, promotion, or salary increase. An additional purpose was to compare the subsidy publication experiences of faculty according to the types of institutions which employ them. The study involved 11 national subsidy publishers and 1,124 subsidy-published authors throughout the United States. Subsidy-published authors were identified occupationally as faculty by their appearance in the 1990 edition of The National Faculty Directory. The subjects in this study consisted of (a) faculty members listed in The National Faculty Directory. 1990 who are (b) known to have used subsidy presses for publishing their writings. A major finding of the study was that the proportion of vanity-published authors who are college and university faculty was small. Twenty-seven percent of the faculty whose books had been published by subsidy presses indicated that they had written and published in order to earn salary increases. Another 23% indicated that they had their books published to obtain promotions. Seventeen percent had their books published for the purpose of gaining tenure. Finally, one-third of the faculty surveyed identified miscellaneous other reasons for publishing their books through subsidy presses. More than two-thirds of the faculty who had used vanity presses (69%) claimed that their subsidy-published books had been effective in helping them achieve their purposes for publishing. Thirty percent judged their subsidy-produced books as ineffective. The majority of the subsidy-published faculty in the study were employed either by research universities or community/junior colleges. Only 26% of those surveyed indicated that they would choose a subsidy publisher if they had it to do again.
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41

Fleming, B. DaNine J. "African-American students' perceptions of the impact of retention programs and services at predominantly white institutions /." Connect to resource online, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

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42

Greenwell, Audry M. "American Indian Caucus Roundtable: The Diagnosis of Depression in American Indian Women and Flaws in American Indian Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8376.

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43

Hayden, Melanie L. "Factors that Influence the College Choice Process for African American Students." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32938.

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There has been a slight increase in African American enrollment in higher education in the 30 years since the passage of the Civil Rights Act. However, minority students are not represented in higher education in numbers proportionate to their representation in the general population. African Americans consist of 12.6% of the population, but only 10.6% of the students enrolled in higher education (Chronicle of Higher Education Almanac, 1998). Additionally, there are differences in the types of schools that successfully educate African American students. Historically Black institutions (HBIs) confer a disproportionately high number of bachelor's degrees on such students. Of all the bachelor's degrees conferred on African Americans in 1994, over 43% were awarded by predominantly White institutions (PWIs) while HBIs conferred 45.1% of the degrees (Nettles & Perna, 1997). There seems to be some difference between the success rates of African American students at PWIs and HBIs. One of the factors that may influence these success rates is the college selection process. That is, if there are different types of African American students attending PWIs versus HBIs, those differences may account for some of the differences in success rates at the two types of schools. It would seem that research is needed on the factors that African Americans consider in the college selection process, and if those factors differ between African Americans at PWIs and those at HBIs. The present study sought to examine this issue. A 60-item survey was developed specifically for this study. Survey items asked respondents to rate the extent of influence (very negative to very positive) that factors in four arenas played in their decision to attend a particular school. The four arenas explored in the study included academic factors, social factors, personal factors, and financial factors. The target sample included 360 traditional aged freshmen students: 180 at a PWI and 180 at a HBI. Mean scores and standard deviations were calculated on all items for each group. These were rank-ordered by group to explore differences by item. Then a factor analysis was conducted to create subscales of the items for each scale. Finally, independent t-tests were conducted to compare mean scores between groups. Results revealed no significant differences in mean score between groups or any of the subscales. However, important differences between groups were identified when the rankings of the mean scores were examined.
Master of Arts
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44

Bruno, Daphnie. "Racial identity and psychological adjustment among African American college students /." View abstract View full text, 2002. http://library.ccsu.edu/theses/etd-2002-5.

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Thesis (M.A.)--Central Connecticut State University, 2002.
Thesis advisor: Charles Mate-Kole. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 60-70). Also available via the World Wide Web.
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Adair, Angela. "Instructors' communicator style in the college classroom: Perceptions of African American and European American students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2053.

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46

Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education. *Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.
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Anekwe, Obiora Nnamdi. "Satisfaction matters a comparative study of African American students in education programs within the academy /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/ANEKWE_OBIORA_41.pdf.

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48

Henkin, Melissa B. "SHAME AND GUILT: PERCEPTIONS OF AMERICAN AND CHINESE COLLEGE STUDENTS." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1085602726.

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Matthews, Jairus-Joaquin R. "Codeswitching In African American College Students: Attitudes, Perceptions, and Practice." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153933328.

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50

Angstman, Sarah. "Tobacco Use among Alaska Native and American Indian College Students." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-105326/.

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The prevalence of tobacco use is disproportionately high among American Indian and Alaska Native people, with rates and patterns of use varying greatly by tribe, community and geographical region. Targeted interventions are needed to reduce this troubling disparity between non-Native and Native rates of use. Among non-Native individuals, the college years are being investigated as a time when lifelong tobacco use patterns may be established, and interventions are being tested to help college students to stop using tobacco. Currently, no interventions have been developed for American Indian or Alaska Native college students. Data obtained from Alaska Native college students at a site in Alaska and American Indian college students at a site in Montana (n = 68 and 105, respectively) were analyzed to describe tobacco use and related characteristics within each population and to determine whether differences existed between the populations with respect to proportion of students using spit tobacco and using tobacco in a ceremonial context. The proportions of current tobacco users in Alaska and Montana were 63% and 54%, respectively. A significantly higher proportion of Montana than Alaska participants used tobacco in a ceremonial context. A significantly higher proportion of Alaska than Montana participants were users of spit tobacco, with some Alaskan participants' use of Iqmik (a homemade substance made from combining leaf tobacco and a regional botanical substance) contributing to that difference. Qualitative research conducted with Alaska Native college student participants in combination with survey results yielded information about the psychosocial factors related to tobacco use and the acceptability of various potential interventions to help Native college students stop using tobacco.
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