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Dissertations / Theses on the topic 'American University of Sharjah'

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Published: 4 June 2021
Last updated: 13 February 2022

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1

Trenfield-Joyner, Marilyn Gail. "The university experience perspectives of Native American Nurses /." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/trenfield-joyner/Trenfield-JoynerM0506.pdf.

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2

Tezel, Kadir Vefa. "A Study Of An American University Master&#039." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607466/index.pdf.

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University departments that offer graduate programs require feedback to assess the quality of the education they offer. Feedback on the quality of education is provided in the form of program evaluation. In the general approach to program evaluation, outsiders, i.e., people who are not parts of a program, do the evaluation. This descriptive study starts out with the belief that the best feedback in program evaluation can only come from insiders, i.e., faculty, students, and alumni, who are parts of a particular program. In order to capture the perspectives of insiders on the quality related characteristics of a program, this study evaluated a master&rsquo
s degree program in TESOL (Teaching of English to Speakers of Other Languages) at an American university in a practical and cost-effective way, using a minimum number of evaluators. All faculty, students, and alumni of the program form the participants in this study. Regular program evaluation studies are conducted to do one type of evaluation only and they do not seek insiders&rsquo
opinions. Unlike such studies, this evaluative research study aims to go beyond that familiar narrow focus and provide a richer description of the program it evaluates. Its research design and the data collection methods employed in it are chosen to achieve that goal. These enable the present study to have a broader scope than those of the regular program evaluation studies as the collected data can be used for more than one type of analysis. The results of data collection show that all parties express positive opinion on the aspects of the program that are directly related to the teaching that takes place in classes. Areas of the program that need improvement are also introduced, and recommendations to overcome them are presented.
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3

Zheng, Yong Hong. "A Chinese view of art in an American university." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300135745.

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4

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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5

Anderson, Daniel Paul Jr. "The Ivory Shtetl: The University and the Postwar Jewish Imagination." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333727480.

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6

Osburn, Toby W. Newsom Ron. "Hazard mitigation and disaster preparedness planning at American Coastal University seeking the disaster-resistant university /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9745.

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7

Osburn, Toby W. "Hazard mitigation and disaster preparedness planning at American Coastal University: Seeking the disaster-resistant university." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9745/.

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This study employed a qualitative case study method to evaluate the efforts of one university to conduct hazard mitigation and disaster preparedness planning activities and used the Federal Emergency Management Agency framework and selected writings of sociologist and disaster researcher E.L. Quarantelli as models for evaluating the institution's approach. The institution studied was assigned a fictitious name and the identities of the study participants withheld in order to protect the integrity of the institution's planning efforts and its personnel. The study utilized a 92-item questionnaire, field interviews, and review and analysis of documentary materials provided by the institution for data collection purposes. Pattern-matching techniques were applied to identify themes and trends that emerged through the course of data collection. The results indicate the institution has developed an organizational culture that is broadly responsive to and engaged in disaster preparedness planning at multiple levels in a manner generally consistent with principles identified in select writings of Quarantelli. Results further indicate the institution has engaged in identifying hazard mitigation priorities but not in a manner consistent with that advocated by the Federal Emergency Management Agency in its publication entitled Building a Disaster-Resistant University.
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8

Yoo, Sin-Wook. "Watching soccer| An assessment of the differences in motivation between American and non-American university students." Thesis, Indiana University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540987.

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Research about fan motivation to watch soccer is lacking in the field of sports. The purpose of the study was to assess the differences in motivation for watching soccer between American and non-American students. This study investigated motivational factors between 500 American and 500 non-American randomly selected students at a mid-sized university in western Pennsylvania. Participants were asked to complete the online survey instrument (a modified version of the Sport Fan Motivation Scale; SFMS; Wann, 1995) in order to determine motivations for watching soccer. Results indicated that non-American students (M = 1.89, SD = 0.31) watch soccer more than American students (M = 1.75, SD = 0.44) and there were significant differences (p = .033). The primary motivational factor that influenced both groups to watch soccer was entertainment. For future study, increased number of participants with a variety of nationalities will be necessary to discover more significant results.

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9

Grafton, Daniel. "New American witches a transitioning figure in the twentieth century /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1239896155/.

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10

Fissori, Lauren. "Portraits by African-American Male University Students: A Retrospective Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/274.

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African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their identity development and personal well-being. While many studies examine the overt forms of racism and more obvious microaggressions that African-American male students encounter in their schooling, few look at the deep-seated forms of racism that are less noticeable but that have a disastrous psychological impact on these students. This study shows the effects on the psyche and development of the three African-American male students involved as they retrospectively recount their secondary school experiences. Portraiture is used to capture each participant’s story accurately and clearly while critical race theory is interwoven throughout as theoretical framework for this research. Using both critical race theory and portraiture, a complete examination of how racism occurs within schools and its effects on African-American males is shown.
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11

Jimenez, Marisol. "Language brokering experiences of Latino university students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586158.

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The purpose of this study was to qualitatively examine the experiences of Latino/a university students who grew up interpreting and translating for their parents or still did. The sample consisted of 14 self-identified language brokers. The study focused on the stressors associated with language brokering, the parent child relationship, perceptions on how public facilities can help with the process of language brokering and the gifts or positive attributes gained due to their experiences. Participants shared various settings in which they language brokered. Stressors included challenges with terminology, having many demands, pressure and expectations from their parents, and having adult responsibilities. Language brokering was not perceived to negatively affect the parent-child relationship, and participants shared their views on how systems can help in providing efficient services for their limited English proficient parents. Participants mentioned various gifts/benefits gained, including fluency and ethnic identity. Implications for research and social work practice are discussed.

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12

Bradley, Ta'Mika R. "Lifestyle and metabolic variables associated with body mass index in African American girls /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1913314751&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278613125&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2009.
Typescript. Vita. "May 2009." Advisor: Dr. Scott G. Owens Includes bibliographical references (leaves 58-74). Also available online via ProQuest to authorized users.
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13

Lacey-Godfrey, Lynette. "African american female body image : perceptions of women on two distinct college campuses /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1417804361&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220988503&clientId=22256.

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14

Yang, Lihong. "Speech Act of Request: A Comparative Study of Chinese and American Graduate Students at an American University." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256582773.

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15

Fuller, Bret R. "Situations confronted : the transforming possibilities of contemporary African American autobiographies /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1800272771&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258485860&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. Major professor: Ethel Young-Minor "December 2008." Includes bibliographical references (leaves 199-213). Also available online via ProQuest to authorized users.
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16

Gill, Diana Clark. "The confessed american : war as catalyst of a changing identity /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609146441&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245417528&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2007.
Typescript. Vita. Committee Chair: Dr. Joe Urgo. "December 2007." Includes bibliographical references (leaves 638-665). Also available online via ProQuest to authorized users.
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17

Gutierrez, Masini Jessica Margarita. "Native American Indigeneity through Danza in University of California Powwows| A Decolonized Approach." Thesis, University of California, Riverside, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10935692.

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Since the mid-1970s, the indigenous ritual dance known as Danza has had a profound impact on the self-identification and concept of space in Xicana communities, but how is this practice received in the powwow space? My project broadly explores how studentorganized powwows at UC Davis, UC Riverside, and UC San Diego (UCSD), are decolonizing spaces for teaching and learning about Native American identities. Drawing on Beverly Diamond’s alliance studies approach (2007), which illuminates the importance of social relationships across space and time, as well as my engagement in these powwows, I trace real and imagined connections between Danza and powwow cultures. Today, powwows are intertribal social events organized by committees and coordinated with their local native communities. Powwows not only have restorative abilities to create community for those who perform, attend, and coordinate them, but they are only a small glimpse of the broader socio-political networks that take place throughout the powwow circuit. By inviting and opening the powwow space to indigeneity across borders, the University of California not only accurately reflects its own native student body who put on the event, but speak to the growing understanding of "Native American" both north and south of the United States border. Ultimately, I argue an alliance studies approach to historical ethnography and community-based methodologies in music research are crucial, especially in the case of indigenous communities, who are committed to the survival and production of cultural knowledge embedded in music and dance practices.

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18

Galarza, Anthony. "Evolution of the American Campus: A Comparison of the University of Cincinnati and the Ohio State University." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277123202.

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19

Hand, Christine E. "Foraging ecology of American Oystercatchers in the Cape Romain Region, South Carolina." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1233080689/.

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20

Martin, Jessica Held. "Victims and aggressors black and Jewish interethnic relationships in contemporary American literature /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1249065641/.

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21

Mann, Gillian Margaret. "Efficiency evaluations of North American university libraries by data envelopment analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29750.pdf.

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22

Smith, Paula Louise Hairston. "African American students' perceptions of a public university a qualitative study /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164746381.

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23

Foster, Emma Yellowhair. "Persistence of Native American students at a university: An exploratory study." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187120.

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The purpose of this study was to examine the relationship of selected student background variables and traits with academic persistence of first-time, full-time, Native American students enrolled at a major Southwestern university from the 1988 to 1990 school years. The predictors associated with persistence of Native American students were identified by use of the Student Information Form, a survey questionnaire devised by Cooperative Institutional Research Program (CIRP, 1990). The survey was administered during each Fall semester Freshmen Orientation to a total of 275 Native American students, 147 of whom voluntarily returned the questionnaire. Of this group, 83 questionnaires constituted the sample. The research centered on an examination of probability for six predictors and five psychological characteristics with academic persistence used as a dependent variable. The six predictors were: (1) high school grade point average, (2) American College Test (ACT) scores, (3) residence status, (4) parental income, (5) parental education, and (6) financial aid. The Logistic Regression Analysis was utilized to analyze data, and the obtained findings indicated that there was no significant correlation between Native American students' high school grade point average, ACT scores, parental income, parental education, residency, or financial aid and their academic persistence at a Southwestern university between 1988 to 1990. The analyses suggested a significant correlation between remaining at a university for four or more semesters and leadership, attitude, and values, and future goals. These three factors appeared to be the best predictors of academic persistence for Native American students.
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24

Dabars, William B. "Disciplinarity and interdisciplinarity rhetoric and context in the American research university /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1680035121&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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25

Li, Hui. "ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243473247.

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26

Outlaw, Barmore Lee Kimball. "Experiences of African American Lesbians Who Attended a Historically Black College or University." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6939.

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The lived experiences of African American lesbians who attended historically Black colleges and universities (HBCUs) have not received sufficient empirical attention; therefore, this study was conducted to understand and describe their experiences. The study followed a qualitative phenomenological approach. The multidimensional identity model, developed by Reyolds and Pope, was used as the framework through which to understand the participants' experiences. Semistructured, 40 to 60-minute interviews were conducted with 6 women who identified as African American lesbians and attended HBCUs. Initial hand and subsequent NVivo coding of interview data led to the development of the following 7 themes: (a) either African American women or African American lesbian, (b) fear of rejection, (c) chosen kin, (d) no benefit of being an African American lesbian at an HBCU, (e) love for the African American community, (f) women who love women, and (g) the road not taken. The findings suggest African American lesbians often shift between identities, depending on the situation or setting. The results of the study provide suggestions for counselors and counselor educators who will be able to increase their understanding of the unique needs of individuals who identify with at least 3 marginalized communities. African American lesbians who attend HBCUs may benefit from this inquiry as HBCUs can use the information in this study to help create and sustain a more inclusive campus environment. Additional implications for social change and future research are included at the end of the study.
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Moore, Debra J. "A comprehensive analysis of the African American Adolescent Hope Scale (AAAHS) /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1394638511&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216754145&clientId=22256.

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28

Brown, Gregory Paul. "Language on the line : form and meaning in three American poets /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798970911&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268339860&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2009.
Typescript. Vita. "May 2009." Dissertation director : Ann Fisher-Wirth Includes bibliographical references (leaves 182-190). Also available online via ProQuest to authorized users.
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29

Walton, James Warren. "Taylor & Boody Organbuilders an American builder with a European voice /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1217892605.

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Thesis (Dr. of Musical Arts)--University of Cincinnati, 2008.
Advisors: Roberta Gary DMA (Committee Chair), Robert Zierolf PhD (Committee Member), Frank Weinstock MM (Committee Member) Title from electronic thesis title page (viewed Oct. 4, 2008). Includes abstract. Keywords: organ;organ building. Includes bibliographical references.
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30

Walker-Bowen, Wanda. "Effective Caucasian female teachers of African American students." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11052007-115905.

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31

Monroe, Stephen Michael. "Exposing American shame : the emotional attunement of William Faulkner and Willa Cather /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1417800511&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220899415&clientId=22256.

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32

Pringle, Makenya Raquel. "The African American adolescent hope scale : an examination of its population validity /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609005761&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245268092&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2007.
Typescript. Vita. Committee chair: Dr. Alan Gross. "December 2007." Includes bibliographical references (leaves 41-47). Also available online via ProQuest to authorized users.
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Shelton, Nickeda D. "Overweight and obese African American elementary school children : the relationship between self-concept and academic achievement /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1627891671&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245257857&clientId=22256.

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Darnell, Carl. "Sharecropping in Higher Education| Case Study of the Florida Agricultural and Mechanical University - Florida State University Joint College of Engineering." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680544.

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Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University – Florida State University partnership was formed, explores the partnership’s development over time, and examines differences between the mission and practices of the joint venture from FAMU’s perspective.

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Thibault, Janet M. "Breeding and foraging ecology of American Oystercatchers in the Cape Romain region, South Carolina." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219851478/.

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Ranke, Jason Adams. "The Anglo-American press and the "secret" rearmament of Hitler's Germany, 1933 to 1935." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1247508349/.

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37

Barrett, Anne Rachelle. "The Consul Smith Palladio at Virginia Commonwealth University and the American Renaissance /." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1239.

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38

McGrath, Bridget. "Ethnic identity and media use among second-generation Korean-American university students." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1001167.

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39

Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
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40

Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.

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41

Grice, Benjamin C. "Jailbreak: Examining School Criminalization and the Resiliency of African-American University Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1462522915.

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42

Wu, Wei. "Exploring the experience of mainland Chinese undergraduate students at an American university." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15741.

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Doctor of Education
Department of Educational Leadership
Robert J. Shoop
Previous studies of the experiences of mainland Chinese students in the U.S. have focused on graduate students, the most prolific Chinese demographic change before 2008. However, a significant increase in mainland Chinese undergraduate students has occurred in American universities since 2008, and these students have different features from Chinese graduate students. Meanwhile, research on the mainland Chinese undergraduate student experience was very limited. For example, what are the sources of stress of these Chinese undergraduate students? What were their coping strategies? What changes did they have in the process? How do they evaluate their experience in the U.S.? This study is an attempt to answer these questions. This study employed a qualitative research method and a case study research design to examine the experience of six mainland Chinese undergraduate students in a midwestern American public university. Convenience, snowball and criterion sampling were used to identify the participants, who were conducted a semi-structured interview with in-depth follow-up probing sessions to yield data. Berry’s (1997) acculturation framework was the theoretical framework for the study. Patterns that emerged from the data include: (1) six stressors are discovered in participants’ acculturation process: language barrier, cultural difference, life skills-related stressors, relationships with others, academic studies, and concern for the future (including job opportunity and pressure for marriages). The stressors vary based on individual factors and their length of time in the U.S; (2) participants used three coping strategies to cope with stressful situation: problem focused, emotions focused and avoidance-orientation strategies; participants mainly rely on friends or roommates to cope with problems and are not aware of university’s resources for help; (3) participants experienced many changes in this process, including improved English skill, independence, stress management, changed perceptions about U.S. and China; (4) participants’ overall evaluation of the experience is positive but they don’t think studying in the U.S. is for everyone; they hope university to provide more help overcome the difficulties; (5) participants also talked about dissatisfaction about Chinese education, cheating problems at the American university, using agents when applying for universities, desire to return to China eventually and their family financial support. Themes emerged crossing all patterns included: (1) participants did not what to expect before they went abroad but managed to overcome difficulties in the U.S.; (2) participants are willing to make changes and improve themselves by overcoming all barriers with the resources they know; (3) participants desire more help from the university to overcome the barriers to a better education; (4) participants seek better job opportunities whether in China or in the U.S. soon after graduation, but they eventually will go back China; (5) participants’ family fully support participants’ endeavor to study in the U.S. As a conclusion, the study makes recommendations to American university administrators, professors and Chinese students who plan to come to the U.S. American universities should develop a holistic approach to help Chinese international students. Language and cultural training and engagement is important. Partnership programs between American students and Chinese students may be established to help them with language and cultural training. At the same time, life-skills, relationship skills, academic study skills and training are needed for students who came during high school or after high school. The university should also use standardized test for admission to ensure quality of students. Professional career help is a very critical need for these students in China and in America. Finally, the study recommends further research to better understand this unique population.
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43

Coughran, Christopher John. "Literary ecology and the fiction of American postmodernism /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18752.pdf.

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44

Sweeney, Amanda Kaye. "Here there be dragons the Korean War and American Military response in the Cold War /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181668299/.

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45

Brown, Jennifer Marie. "Perceptions and Performance of African American Male Student-Athletes at a Historically Black University and a Predominantly White University." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-05142004-150939/.

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The current study examined the self-perceptions of African American male student-athletes in regards to academic abilities, athletic role, and ethnicity. More specifically, this investigation explored how academic self-concept, athletic identity, and racial identity are related to the academic performance of 101 African American male student-athletes. In addition, differences in institutional affiliation (i.e., Historically Black University and Predominantly White University) and academic level (i.e., underclassmen and upperclassmen) were examined. The participants were administered four instruments: (a) the Academic Self-Concept (ASCS), (b) the Athletic Identity Measurement Scale (AIMS), (c) the Multidimensional Inventory of Black Identity (MIBI), and (d) the Student-Athlete Questionnaire. Results of this investigation revealed that African American male student-athletes with higher levels of athletic identity had more confidence about their academic abilities and had significantly higher cumulative grade point averages. The more African American male student-athletes identified strongly and exclusively with the athlete role the less likely they were to commitment to an ideology that emphasizes commonalities of all human beings (i.e., humanist). In addition, African American male student-athletes who had higher academic self-concept scores had significantly higher cumulative grade point averages. As for Racial Ideology, African American male student-athletes attending the Predominantly White University reported significantly higher Assimilation, Humanist, Oppressed Minority, and Nationalist subscale scores. Finally, the results for athletic identity showed a three-way interaction among university affiliation, academic level, and sport participation. Given the unique educational experience of African American male student-athletes, it is imperative for academic advisors and other counseling professionals to apply the information obtained from this study to developing policies and designing and implementing programs that enhance these student-athletes? development and learning.
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46

Hollingsworth, Lauren Colleen. "Reading the (in)visible race African-American subject representation and formation in American literature /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019837021&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274464483&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2010.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed May 21, 2010). Includes bibliographical references. Also issued in print.
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Wilbon, Doris Cooper. "African American caregivers of children affected by HIV/AIDS." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/doris_c_wilbon/wilbon_doris_c_200708_ma.pdf.

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Thesis (M.A.)--Georgia Southern University, 2007.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Arts." In Social Science, under the direction of Nancy Malcom. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 65-66) and appendices.
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48

Garcia, Juanita Celia. "Overcoming the barriers: school success of Mexican American graduates from Pan American University in South Texas from 1955 to 1975." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4321.

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This study examined the contextual factors that led to the success of Mexican Americans who overcame extraordinary obstacles in obtaining post-secondary educations. Mexican Americans continue to experience great challenges to postsecondary success. An in-depth case study was performed on ten subjects who managed to not only survive, but also do well in school and life. The purpose of the study was to identify obstacles these men and women had to overcome, the means they used to overcome them, and the salience of their ethnicity to their experience. Utilizing a worldview construct and the concept of familism, findings are presented that demonstrate how these men and women were able to succeed educationally. First, their families placed a high value for and exposure to literacy, English and Spanish, in the participants’ homes. Contrary to the fact that these participants’ homes were characterized by low levels of parental education, they were exposed to high levels of literacy. A second important commonality among these high achievers was that all of them at some point in their schooling attended desegregated schools where they were exposed to Anglo peers with much greater social capital than themselves. Finally, and perhaps the most important, is the profound value for hard work that characterized almost all of these households and was channeled into dedication to studies and a strong belief that effort, perseverance, and courage were important in achieving academic goals. Rather than just focusing on the barriers, the problems common to low-income, first-generation college students as do most studies on student access and success, this study focuses on the creative solutions its subjects found and the kinds of support that made differences for them. The study records the perceptions of the successful graduates of the causes of their school success and tapped into their insights. The findings and recommendations of the study may enable educators to re-examine their own attitudes toward the schooling of Mexican origin students and its unanticipated negative consequences and help institutions of higher education identify policy changes that will facilitate the recruitment and retention of Hispanic and other minority students.
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Yao, Melissa Pulmares. "An exploration of multidimensional perfectionism, academic self-efficacy, procrastination frequency, and Asian American cultural values in Asian American university students." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248845353.

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Shaman, Cory. "Contemplating the great waste : representations of environmental disaster and recovery in the American southwest /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609146451&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245261243&clientId=22256.

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