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Barriers For Foreign-Born Students In Elite Post-Secondary Education In The United States, Charmian Lam
Barriers For Foreign-Born Students In Elite Post-Secondary Education In The United States, Charmian Lam
Theses and Dissertations
Foreign-born students complete college at a lower rate when compared to native-born students. It is essential to examine both the known and latent barriers that prevent foreign-born students from successfully completing the first four years of college. The purpose of this study is to assess the applicability of Bourdieuian notions of capital in explaining the discrepancy in educational attainment between foreign-born and native born students. The data is from the 1999 National Longitudinal Survey of Freshmen (n=3176), a survey designed to test various theoretical explanations for minority underachievement in higher education. Stepwise regressions were used to determine the individual impact …
The Body As Wartime Terrain: Social Control And Female Sexuality Under Military Occupation, Frances Choe
The Body As Wartime Terrain: Social Control And Female Sexuality Under Military Occupation, Frances Choe
Theses and Dissertations
This project is a comparative-historical sociological analysis of the informal and formal responses to sexual contact in two WWII period cases: between French women and Nazi troops, and German women and African-American GIs. I focus on the connection between the regulation of women's bodies and cultural expectations of gender, ideas about sexuality, and racial ideology. The results of war and subsequent occupation of the defeated nation - population decline and the acute loss of male life, strained material resources and the daily concern of survival, the social psychological sense of defeat, and intimate relationships between occupiers and the occupied - …
Drawing The Line: Student Reassignment Policies In South Carolina, Naomi Rachel Simmons
Drawing The Line: Student Reassignment Policies In South Carolina, Naomi Rachel Simmons
Theses and Dissertations
This study investigates the complex nature of student reassignment plans developed between 2006 and 2008 in three South Carolina school districts: York School District 3, Dorchester School District 2, and Greenville School District. The study is guided by the following research question: How are the district policies for student reassignment understood through the lens of institutional and organizational theories? To answer this question this research draws on Institutional Theory (both old and new) to develop a comprehensive model that specifically addresses the strategies a district uses to create a plan that responds to the demographic and political pressures exerted on …