subject:(Adult education)

University of KwaZulu-Natal

1. Mpangase, Beatrice Nelisiwe. Lecturers as leaders? : a case study of a further education and training college.

Degree: M. Ed., Adult education, 2010, University of KwaZulu-Natal

► The political, social and economic history of the Further Education and Training College Sector and that of the communities it serves influences the operation of… (more)

▼ The political, social and economic history of the Further Education and Training College Sector and that of the communities it serves influences the operation of these institutions. The history of „state aided‟ and the „state‟ technical colleges has resulted in some Rectors and some Campus Managers having different ideas regarding leadership and management. Campus managers who bring with them the style of a state technical college‟s past tends to follow a very rigid and autocratic management, while those who come from the state aided technical college‟s past tends to emphasize teamwork, delegation but autocracy as well. Getting these campus managers to devolve power to other lecturers in the FET College is somewhat a challenging task. With this in mind, the purpose of this dissertation is to determine the enactment of „lecturer leadership‟ by the classroom lecturers at one FET College, and to investigate what hinders lecturers‟ enactment of leadership in this context. Where leadership is enacted, I intend establishing factors that promote the successful enactment. From a theoretical perspective, distributed leadership theory underpins this study. As I have had little choice but to use the literature on teacher leadership within a schooling context, because there is no literature around the concept of lecturer leadership in the context of the FET College both locally and internationally that I came across. I have taken the liberty of adopting a term „lecturer leadership‟ which is most suited for the FET context. My study is situated within an interpretive paradigm because I worked from the premise that there are multiple truths and I wanted to understand the different interpretations of the world through the lecturer leaders‟ lenses. I aligned myself with Cohen, Manion and Morrison who write “the central endeavour in the context of the interpretive paradigm is to understand the subjective world of human experiences” (2007, p.21). Using a descriptive case study methodology allowed me to track the three lecturer leaders for six month period in the FET College where I worked to get a nuanced description of how lecturer leadership was enacted. The lecturers‟ responses were collected both as numerical data, through survey questionnaires, and textual data, through a focus group and individual interviews, journaling process, and observations. Advisors/Committee Members: Grant, Callie (advisor).

Subjects/Keywords: Adult education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mpangase, B. N. (2010). Lecturers as leaders? : a case study of a further education and training college. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1310

Chicago Manual of Style (16^th Edition):

Mpangase, Beatrice Nelisiwe. “Lecturers as leaders? : a case study of a further education and training college.” 2010. Masters Thesis, University of KwaZulu-Natal. Accessed February 28, 2020. http://hdl.handle.net/10413/1310.

MLA Handbook (7^th Edition):

Mpangase, Beatrice Nelisiwe. “Lecturers as leaders? : a case study of a further education and training college.” 2010. Web. 28 Feb 2020.

Vancouver:

Mpangase BN. Lecturers as leaders? : a case study of a further education and training college. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2010. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10413/1310.

Council of Science Editors:

Mpangase BN. Lecturers as leaders? : a case study of a further education and training college. [Masters Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/1310

University of KwaZulu-Natal

2. Ndlela, Monicah Thandiwe. Is the curriculum used at two Ladysmith NGO sites relevant to the lives of their adult learners.

Degree: M. Ed., Adult education, 2012, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/8251

► In this study the researcher investigated the relevance of the curriculum used at the two Ladysmith NGO sites to the everyday life experiences of their… (more)

▼ In this study the researcher investigated the relevance of the curriculum used at the two Ladysmith NGO sites to the everyday life experiences of their adult learners. This study falls under a qualitative interpretive research paradigm where semi-structured interviews with the ABET Level 1 learners were used as tools to elicit data. The techniques and participants used in this investigation enhanced the validity, reliability, objectivity and authenticity of this study. The key research question that was used to elicit data is: • How is the ABET Level 1 curriculum used at two Ladysmith non-governmental organisation sites relevant to the lives of their adult learner? The research sub questions are: ~ What constitutes the ABET Level 1 curriculum at two Ladysmith non-governmental organisation sites? ~ What are the adult learners’ personal experiences and perceptions regarding the relevance of what they learn, to their everyday life experiences? ~ In what ways do adult learners think they have been able to apply and transfer what they have learned to their everyday life situations? The reasons to undertake this study are that the black people, particularly those in the deep rural areas, in the past were denied equal access to educational experiences and the accumulation of skills and certain qualifications. The black people’s illiteracy affected their everyday life experiences, since they could not be on par with other racial groups. Moreover, many black people have not had opportunities for choice of work, personal development and political decisions. The national statistics reveal that about half of the South African adults have less than nine years of schooling and about two to three million have no schooling at all (Baatjes, 2006 and UNESCO, 2007). From this study emerged that the curriculum used at the two Ladysmith NGOs is relevant to some of the ABET Level 1 learners’ everyday life needs. The findings also indicated that some ABET Level 1 learners were satisfied and happy about the additional subjects such as crop growing and vegetable gardening, income generation life skills and many more others that were introduced to expand their curriculum. Almost all the ABET Level 1 learners stated that they have gained a lot of knowledge, skills and self-confidence after being part of the ABET Level 1 classes. These findings are supported by Openjuru, (2008). Advisors/Committee Members: Buthelezi, Zanele Gladness (advisor).

Subjects/Keywords: Adult education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ndlela, M. T. (2012). Is the curriculum used at two Ladysmith NGO sites relevant to the lives of their adult learners. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/8251

Chicago Manual of Style (16^th Edition):

Ndlela, Monicah Thandiwe. “Is the curriculum used at two Ladysmith NGO sites relevant to the lives of their adult learners.” 2012. Masters Thesis, University of KwaZulu-Natal. Accessed February 28, 2020. http://hdl.handle.net/10413/8251.

MLA Handbook (7^th Edition):

Ndlela, Monicah Thandiwe. “Is the curriculum used at two Ladysmith NGO sites relevant to the lives of their adult learners.” 2012. Web. 28 Feb 2020.

Vancouver:

Ndlela MT. Is the curriculum used at two Ladysmith NGO sites relevant to the lives of their adult learners. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10413/8251.

Council of Science Editors:

Ndlela MT. Is the curriculum used at two Ladysmith NGO sites relevant to the lives of their adult learners. [Masters Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/8251

University of KwaZulu-Natal

3. Spooner, Vivienne Susan. Exploring adult learning in a bible study home group : a case study.

Degree: M. Ed., Adult education, 2012, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/9118

► Home Group Bible Studies, Fellowship Groups, or Home Cells, to name a few, provide an opportunity for worshipping Christians to meet on a frequent basis… (more)

▼ Home Group Bible Studies, Fellowship Groups, or Home Cells, to name a few, provide an opportunity for worshipping Christians to meet on a frequent basis for varied reasons but most often to study and learn from the Bible. The existing adult education literature on this international and local practice is scant. This dissertation explores a case of nonformal learning by adults in a Johannesburg-based Methodist home group bible study. The theoretical lenses used to explore the learning of six adults are Lave and Wenger’s (Lave & Wenger, 1991; Wenger, 1998) Community of Practice theory, and Dirkx (Dirkx, 2000, 2001; Dirkx, Mezirow, & Cranton, 2006), English (English, 2000; English & Gillen, 2000) and Tisdell’s (Tisdell, 1999, 2008) Holistic Learning theories. Dirkx’s (2001) theory of holistic learning is situated as a critique of Mezirow’s Transformative Learning theory. The research is conducted in the interpretive paradigm. Case study methodology is used to richly describe the learning and change in three couples within a home group bible study in the context of the home church and Methodism more generally. Data collection methods include observations of home group bible study sessions, semi-structured interviews, programme notes from the bible study programme followed, and journals written by five of the six participants. The analysis of the data takes as its point of departure the voices of the participants, and the description and history of the home group. This study provides opportunity to theorise the learning and changes experienced by the members of this nonformal adult education enterprise, and to contribute to existing literature. Whilst the bible study home group as a whole and the case study participants in particular foreground their learning as rational, cognitive and academic, this study reveals the multidimensionality of their learning. The most significant learning in action is situated within the affective learning domain. Extrarational ways of knowing, intuition and feelings exist in their own right and lead to holistic learning. Advisors/Committee Members: John, Vaughn Mitchell (advisor).

Subjects/Keywords: Adult education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Spooner, V. S. (2012). Exploring adult learning in a bible study home group : a case study. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9118

Chicago Manual of Style (16^th Edition):

Spooner, Vivienne Susan. “Exploring adult learning in a bible study home group : a case study.” 2012. Masters Thesis, University of KwaZulu-Natal. Accessed February 28, 2020. http://hdl.handle.net/10413/9118.

MLA Handbook (7^th Edition):

Spooner, Vivienne Susan. “Exploring adult learning in a bible study home group : a case study.” 2012. Web. 28 Feb 2020.

Vancouver:

Spooner VS. Exploring adult learning in a bible study home group : a case study. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10413/9118.

Council of Science Editors:

Spooner VS. Exploring adult learning in a bible study home group : a case study. [Masters Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9118

University of KwaZulu-Natal

4. Harley, Anne. 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists.

Degree: PhD, Adult education, 2012, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/9318

► This thesis argues that it is both necessary and possible to change the world. Changing the world requires engaging with, to try to understand it… (more)

▼ This thesis argues that it is both necessary and possible to change the world. Changing the world requires engaging with, to try to understand it from the basis of lived reality, and then acting. Our ability to do this is, however, affected by hegemony, which attempts to convince us that the way things are is either normal and natural and the only possible way they could be, or that it is impossible to change them. Nevertheless, there is always resistance to this, and I suggest that we might learn something useful by examining how this happens. The thesis thus explores Gramsci’s theory of hegemony, and its applicability to our current world; and also considers resistance to this. I argue that the nature of capitalism has shifted, and discuss how this shift has impacted on hegemony, identifying three current interlocking hegemonic ideologies. I consider current resistance to this hegemony, including the role of social movements. Much resistance, and many social movements, I argued, cannot properly be called counter-hegemonic in that, although it/they may critique the dominant economic system, it/they remain trapped within hegemonic logic. However, it is clear that there is existing truly counter-hegemonic resistance, including some social movements, and I argue that Abahlali baseMjondolo is one such counter-hegemonic movement. Thus it is possible that those who join/align themselves with this movement might be considered to have ‘unlearned’ hegemony and be useful subjects for this study. I thus consider the life stories of seven people who have aligned themselves to this movement, in order to determine whether they have indeed ‘unlearned’ hegemony, and if so, how. I discuss relevant and appropriate theory for examining this phenomenon, including experiential learning, transformative learning and Freirean emancipatory learning. I argue that whilst these theories of learning are helpful, they cannot entirely account for unlearning. I then turn to the theory of the event of Alain Badiou as a possible complementary or alternative way into thinking about unlearning. I apply both the learning theories and Badiou’s theory of the event to the stories, all of which show strong evidence of unlearning,, and consider how useful the theories are in understanding this. I conclude that all of the theories help to some extent in understanding the unlearning in stories. There are, however, fundamental differences between the learning theories on the one hand and Badiou’s theory on the other. I construct a model showing that the basis of the difference between the adult learning theories and Badiou’s theory of the event rests on the locus of the trigger for transformation. I argue that Badiou’s theory provides a very useful additional perspective to adult learning theory; but that it cannot be considered to have replaced existing theories in understanding how people learn informally to think and act in counter-hegemonic ways. Advisors/Committee Members: Rule, Peter N (advisor).

Subjects/Keywords: Adult education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harley, A. (2012). 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9318

Chicago Manual of Style (16^th Edition):

Harley, Anne. “'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists.” 2012. Doctoral Dissertation, University of KwaZulu-Natal. Accessed February 28, 2020. http://hdl.handle.net/10413/9318.

MLA Handbook (7^th Edition):

Harley, Anne. “'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists.” 2012. Web. 28 Feb 2020.

Vancouver:

Harley A. 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10413/9318.

Council of Science Editors:

Harley A. 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists. [Doctoral Dissertation]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9318

University of Georgia

5. McKinley, Kenya Yonawa. An examination of educational services for homeless adults.

Degree: PhD, Adult Education, 2013, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/mckinley_kenya_y_201305_phd

► The purpose of this qualitative study was to examine the educational programs of faith-affiliated, anti-poverty organizations and the educational services provided by these organizations to… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McKinley, K. Y. (2013). An examination of educational services for homeless adults. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mckinley_kenya_y_201305_phd

Chicago Manual of Style (16^th Edition):

McKinley, Kenya Yonawa. “An examination of educational services for homeless adults.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/mckinley_kenya_y_201305_phd.

MLA Handbook (7^th Edition):

McKinley, Kenya Yonawa. “An examination of educational services for homeless adults.” 2013. Web. 28 Feb 2020.

Vancouver:

McKinley KY. An examination of educational services for homeless adults. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/mckinley_kenya_y_201305_phd.

Council of Science Editors:

McKinley KY. An examination of educational services for homeless adults. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/mckinley_kenya_y_201305_phd

University of Georgia

6. Burnette, Diane Montgomery. Mission critical: the strategic role of continuing higher education in advancing the traditional mission of public historically black colleges and universities.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/burnette_diane_m_200805_phd

► The purpose of this study was to understand the strategic role of the continuing higher education initiative in advancing the traditional mission of public historically… (more)

▼ The purpose of this study was to understand the strategic role of the continuing higher education initiative in advancing the traditional mission of public historically Black colleges and universities (HBCUs). The study was guided by the following research questions: (1) What are the social and political interests that influence continuing higher education in public HBCUs? and (2) How are the social and political interests negotiated by the continuing higher education organizational unit? This qualitative study was conducted during the spring and summer 2007 semesters at seven public HBCUs. There were a total of twelve participants in the study, three senior academic officials and nine continuing higher education program directors. Data collection methods included topical interviews, the analysis of primary and secondary documents, and field notes collected through observations. The definition of the underserved as related to the traditional mission of public HBCUs has been redefined beyond race to include students who are displaced due to time and place barriers. These students are typically working professionals, adults, and nontraditional students. The study found that within the context of a post-Brown school desegregation mission, continuing higher education becomes one strategy by which public HBCUs reach out to a new population of nontraditional, adult students. Continuing higher education also promotes a more racially diverse environment at public HBCUs by attracting non-minority students. Finally, the study found that continuing higher education supports statewide economic development initiatives and creates political gain for public HBCUs. Thus continuing higher education is central to promoting a new mission focused on the assimilation of public HBCUs into the higher education mainstream. However, the assimilationist strategies promoted by continuing higher education is perceived as a threat to the cultural and ideological identity of the public Black college. The conclusions of the study were: (1) continuing higher education facilitates the advancement of a post-Brown mission for public HBCUs; (2) continuing higher education is at the nexus of social and political conflicts affecting public HBCUs; and (3) continuing higher education leaders use strategies to negotiate the conflicts between the old and new mission that are consistent with their marginal status within the institution. KEYWORDS: Adult education, Adult students, Continuing higher education, Higher education, Historically Black Colleges and Universities, Nontraditional student Advisors/Committee Members: Ronald Cervero.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Burnette, D. M. (2008). Mission critical: the strategic role of continuing higher education in advancing the traditional mission of public historically black colleges and universities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/burnette_diane_m_200805_phd

Chicago Manual of Style (16^th Edition):

Burnette, Diane Montgomery. “Mission critical: the strategic role of continuing higher education in advancing the traditional mission of public historically black colleges and universities.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/burnette_diane_m_200805_phd.

MLA Handbook (7^th Edition):

Burnette, Diane Montgomery. “Mission critical: the strategic role of continuing higher education in advancing the traditional mission of public historically black colleges and universities.” 2008. Web. 28 Feb 2020.

Vancouver:

Burnette DM. Mission critical: the strategic role of continuing higher education in advancing the traditional mission of public historically black colleges and universities. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/burnette_diane_m_200805_phd.

Council of Science Editors:

Burnette DM. Mission critical: the strategic role of continuing higher education in advancing the traditional mission of public historically black colleges and universities. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/burnette_diane_m_200805_phd

University of Georgia

7. Anderson, Tracy Nicole. Teaching with love and commitment: the instructional practices of African American facilitators engaged in prevention science programs.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/anderson_tracy_n_200808_phd

► The purpose of this study was to examine the relationship and cultural commitments of African American facilitators of prevention science programs to their African American… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anderson, T. N. (2008). Teaching with love and commitment: the instructional practices of African American facilitators engaged in prevention science programs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/anderson_tracy_n_200808_phd

Chicago Manual of Style (16^th Edition):

Anderson, Tracy Nicole. “Teaching with love and commitment: the instructional practices of African American facilitators engaged in prevention science programs.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/anderson_tracy_n_200808_phd.

MLA Handbook (7^th Edition):

Anderson, Tracy Nicole. “Teaching with love and commitment: the instructional practices of African American facilitators engaged in prevention science programs.” 2008. Web. 28 Feb 2020.

Vancouver:

Anderson TN. Teaching with love and commitment: the instructional practices of African American facilitators engaged in prevention science programs. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/anderson_tracy_n_200808_phd.

Council of Science Editors:

Anderson TN. Teaching with love and commitment: the instructional practices of African American facilitators engaged in prevention science programs. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/anderson_tracy_n_200808_phd

University of Georgia

8. Kim, Dong Jin. The meaning of success in Korean career women's lives.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kim_dong-jin_200808_phd

► The purpose of this study was to understand the meaning of success in Korean careerwomenâ€™s lives. The research questions guiding this study were as follows:… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kim, D. J. (2008). The meaning of success in Korean career women's lives. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_dong-jin_200808_phd

Chicago Manual of Style (16^th Edition):

Kim, Dong Jin. “The meaning of success in Korean career women's lives.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/kim_dong-jin_200808_phd.

MLA Handbook (7^th Edition):

Kim, Dong Jin. “The meaning of success in Korean career women's lives.” 2008. Web. 28 Feb 2020.

Vancouver:

Kim DJ. The meaning of success in Korean career women's lives. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_dong-jin_200808_phd.

Council of Science Editors:

Kim DJ. The meaning of success in Korean career women's lives. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kim_dong-jin_200808_phd

University of Georgia

9. Thaker, Swathi Nath. Understanding the role of culture in the health-related behaviors of older Asian Indian immigrants.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/thaker_swathi_200808_phd

► The purpose of this study was to understand how cultural values influence health-related behaviors among older Asian Indian immigrants in the United States. To achieve… (more)

▼ The purpose of this study was to understand how cultural values influence health-related behaviors among older Asian Indian immigrants in the United States. To achieve this purpose, the following questions guided this research: 1) How do older Asian Indian immigrants learn about health-related issues? 2) In what ways do culture and heritage affect older Asian Indian immigrants’ health behaviors? and 3) How do older Asian Indian immigrants mediate between Western and Eastern healthcare approaches? A qualitative research approach was employed. In-depth interviews were conducted with eleven participants to obtain data on how cultural values shape the health-related behaviors of older Asian Indian immigrants. A purposeful sampling was conducted to find suitable participants. All participants were at least 60 years of age and had moved to the U.S. as adults. Neither they nor any immediate family member was involved in healthcare professions. Eight men and three women representing various regions of India were interviewed using in-depth interviews with open-ended questions. Analysis revealed five key resources the participants used to learn about health. These included their healthcare professional, immediate family, the Indian community, media, and the Internet. An analysis of the findings also addressed three cultural values that influenced these immigrants’ health behaviors. First, the participants worked to establish a personal relationship with their healthcare professional. Second, there was a high level of family involvement not only during the treatment process, but also in the everyday maintenance of health. And third, these immigrants value alternative medicine, making it a viable option when these individuals are faced with an illness. Finally, analysis of the last set of findings highlighted the participants’ decision making process when they are considering medical treatment. Data indicated that these immigrants experiment with both Western and Eastern medicine and their belief in traditional systems of healing cause them to be skeptical of certain Western medical practices. Based on the findings the following conclusions were drawn from the study: Indian culture and heritage shape healthcare behaviors of older Asian Indian immigrants and informal learning is the primary way these immigrants learn about health. Advisors/Committee Members: Sharan B. Merriam.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thaker, S. N. (2008). Understanding the role of culture in the health-related behaviors of older Asian Indian immigrants. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/thaker_swathi_200808_phd

Chicago Manual of Style (16^th Edition):

Thaker, Swathi Nath. “Understanding the role of culture in the health-related behaviors of older Asian Indian immigrants.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/thaker_swathi_200808_phd.

MLA Handbook (7^th Edition):

Thaker, Swathi Nath. “Understanding the role of culture in the health-related behaviors of older Asian Indian immigrants.” 2008. Web. 28 Feb 2020.

Vancouver:

Thaker SN. Understanding the role of culture in the health-related behaviors of older Asian Indian immigrants. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/thaker_swathi_200808_phd.

Council of Science Editors:

Thaker SN. Understanding the role of culture in the health-related behaviors of older Asian Indian immigrants. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/thaker_swathi_200808_phd

University of Georgia

10. Clark, Laura Lunde. Adult education through mass media: what popular women's magazines teach women about sex.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/clark_laura_l_200812_phd

► The purpose of this study was to identify messages that popular women’s magazines teach women about sexuality. Fundamental questions guiding this study were: 1) What… (more)

▼ The purpose of this study was to identify messages that popular women’s magazines teach women about sexuality. Fundamental questions guiding this study were: 1) What are the sexual messages taught to women by popular women’s magazines?, and 2) How do sexual messages vary by race and age of magazine audiences? Data for this qualitative document analysis were collected from 16 issues of four purposefully selected popular women’s magazines – Cosmopolitan, Essence, More and O The Oprah Magazine. Magazines selected represented various targeted audiences and provided opportunities to compare and contrast identified sexual messages regarding racial differences (Black and White) and age differences (20s-30s and 40+). In the preliminary stage of this study, 12 peer reviewers provided feedback concerning identified sexual messages to help insure validity. From hundreds of advertisements and articles initially identified to contain sexual messages, 10% were randomly selected, along with all magazine covers, for in-depth analysis. Using a foundation of critical media studies and Altheide’s (1996) model of Ethnographic Content Analysis, sexual messages within 16 covers, 24 advertisements, and 38 articles were examined. Sexual messages across all four magazines were found to be framed by five topics. From most commonly to least commonly used, these were: 1) Appearance, 2) Entertainment, 3) Performance, 4) Relationships, and 5) Health & Well-being. Each of these topics framed 11-15 sexual messages, including messages that were common to one or more frames. A number of similarities and variations were found when comparing magazines generally read by women of different races and ages. Issues of sexism, racism, heterosexism, and ageism were recognized and discussed. Four conclusions can be drawn from the findings of this study. First, pervasive sexual messages throughout establish popular women’s magazines as significant informal adult education teaching tools. Second, popular women’s magazines reinforce societal hegemony regarding gender, race, sexual-orientation and age with their explicit sexual messages. Third, popular women’s magazines reinforce societal hegemony regarding gender, race, sexual-orientation and age by excluding sexual messages in conflict with hegemonic norms. And fourth, global similarities among popular women’s magazines’ sexual messages are more powerful than their variations based on race and age of readership. Advisors/Committee Members: Ronald M. Cervero.

Subjects/Keywords: adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Clark, L. L. (2008). Adult education through mass media: what popular women's magazines teach women about sex. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/clark_laura_l_200812_phd

Chicago Manual of Style (16^th Edition):

Clark, Laura Lunde. “Adult education through mass media: what popular women's magazines teach women about sex.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/clark_laura_l_200812_phd.

MLA Handbook (7^th Edition):

Clark, Laura Lunde. “Adult education through mass media: what popular women's magazines teach women about sex.” 2008. Web. 28 Feb 2020.

Vancouver:

Clark LL. Adult education through mass media: what popular women's magazines teach women about sex. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/clark_laura_l_200812_phd.

Council of Science Editors:

Clark LL. Adult education through mass media: what popular women's magazines teach women about sex. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/clark_laura_l_200812_phd

University of Georgia

11. Price, Theresa Anne. Don’t take it personally: women hotel front desk agents learn to negotiate difficult guests in a patriarchal industry.

Degree: PhD, Human Resources and Organizational Development, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/price_theresa_a_200812_phd

► The service industry perpetuates the notion that the customer is always right. The hospitality industry markets to guests based on the service quality. The hotel… (more)

▼ The service industry perpetuates the notion that the customer is always right. The hospitality industry markets to guests based on the service quality. The hotel industry has historically perpetuated gender, racial and ethnic stereotyping by placing women in gendered jobs with little power, such as hotel desk agents or cleaning personnel. Guest agents, the focus of this study, encounter a range of guest behaviors that may be negative such as yelling or throwing items. How do front-desk agents relate to guests when guests misbehave? This research examined this perplexing dilemma from the women desk agent’s perspective. How did women of the hotel front office learn to negotiate difficult guests with regard to race and gender? The research questions included: (1) How did the nature of job status, race and gender influence how the women the negotiated guest encounters? (2) How did learning occur? and, (3) How did their experiences influence tenure and job satisfaction? Ten women from four-star and three-star hotels were interviewed using semi-structured interviews. Data were analyzed using the constant comparative method drawing on a critical human resource development (CHRD) and feminist theoretical framework. Findings indicated that women front-desk agents had learned to manage emotions of themselves and difficult guests. Conclusions of the study were: (1) The women’s learning occurred through incidental and informal learning, connectedness and communities of practice; (2) The women learned to silence their voices in subservience to the guest thus fueling the myth of sovereignty; (3) The guest encounter was experienced as emotion work on a continuum along a range of personalization and depersonalization; (4) Guests may reinforce asymmetrical power relations based the desk agent’s gender, race, ethnicity, age, or class; and (5) Job stressors involved in relating to difficult guests may have long-term affects on wellbeing and job continuance. This research contributes to Human Resources Organizational Development in presentation of the employee viewpoint. Hotel managers should not minimize the negative impact negotiating a difficult guest has on front-desk agents. Socially conscious organizations could use these findings and conclusions to establish a precedent in the industry of protecting employees from abusive guests. Scholars may further explore how management supports, trains and promotes women hotel employees. Additionally, this study contributes to adult education with insights into women’s learning. Advisors/Committee Members: Laura L. Bierema.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Price, T. A. (2008). Don’t take it personally: women hotel front desk agents learn to negotiate difficult guests in a patriarchal industry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/price_theresa_a_200812_phd

Chicago Manual of Style (16^th Edition):

Price, Theresa Anne. “Don’t take it personally: women hotel front desk agents learn to negotiate difficult guests in a patriarchal industry.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/price_theresa_a_200812_phd.

MLA Handbook (7^th Edition):

Price, Theresa Anne. “Don’t take it personally: women hotel front desk agents learn to negotiate difficult guests in a patriarchal industry.” 2008. Web. 28 Feb 2020.

Vancouver:

Price TA. Don’t take it personally: women hotel front desk agents learn to negotiate difficult guests in a patriarchal industry. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/price_theresa_a_200812_phd.

Council of Science Editors:

Price TA. Don’t take it personally: women hotel front desk agents learn to negotiate difficult guests in a patriarchal industry. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/price_theresa_a_200812_phd

University of Georgia

12. Ryu, Kiung. The role of Confucian cultural values and politics in planning educational programs for adults in Korea.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/ryu_kiung_200812_phd

► The purpose of this study was to understand how cultural values influence educational planning in Korea. Specifically, the study was to examine how Confucian values… (more)

▼ The purpose of this study was to understand how cultural values influence educational planning in Korea. Specifically, the study was to examine how Confucian values play out in educational planning in terms of negotiating power and interests. The following research questions guided the study: First, what Confucian values influence program planning processes and outcomes? And second, in what ways did social and political relationships intersect with Confucian values to enable or constrain planners’ actions? A qualitative study was conducted of thirteen program planners in Korea. Six women and seven men ranging in age from twenty-six to forty-nine were interviewed using an in-depth and semi-structured format. The participants were from nine different geographic locations representing the diverse areas of Korea in a variety of educational settings. Data analysis revealed that: first, Confucian values such as group harmony, respect of hierarchy, propriety, face, bond of affection, and distinctive gender roles, were deeply rooted in the program planners. Second, the influence of Confucian values and existing social and political relationships that structure planning tables enabled and constrained their actions. Under the second finding, four main themes were constructed: (a) the hierarchical human relationships based on Confucian values determine inequalities among people and the pre-existing capacity to act at the planning table; (b) the hierarchy-conscious mindset of Korean people defines who sits at the planning table, where decisions are made, and how interests are achieved by exercising of power; (c) Confucian values are integrated into the planners’ complex sets of interests including educational and political objectives for educational programs; and (d) Confucian values influence negotiation behaviors and outcomes. Four conclusions can be drawn from the findings of this study. First, Confucian values that are embedded in organizational culture manifest in Korean program planners’ attitudes and behavior. Second, group orientation and the value placed upon the maintenance of harmony are emphasized and shape the way in which Korean program planners construct educational programs. Third, Korean program planners construct educational programs by negotiating personal, social, and organizational interests in socially and culturally structured power relations marked by the Confucian traditions of hierarchical human relationships. Fourth and finally, the interwoven values of the Confucian traditions of hierarchical human relationships and maintenance of group harmony shape negotiation behaviors of Korean planners. Advisors/Committee Members: Ronald M. Cervero.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ryu, K. (2008). The role of Confucian cultural values and politics in planning educational programs for adults in Korea. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ryu_kiung_200812_phd

Chicago Manual of Style (16^th Edition):

Ryu, Kiung. “The role of Confucian cultural values and politics in planning educational programs for adults in Korea.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/ryu_kiung_200812_phd.

MLA Handbook (7^th Edition):

Ryu, Kiung. “The role of Confucian cultural values and politics in planning educational programs for adults in Korea.” 2008. Web. 28 Feb 2020.

Vancouver:

Ryu K. The role of Confucian cultural values and politics in planning educational programs for adults in Korea. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/ryu_kiung_200812_phd.

Council of Science Editors:

Ryu K. The role of Confucian cultural values and politics in planning educational programs for adults in Korea. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/ryu_kiung_200812_phd

University of Georgia

13. Drake-Clark, Donna. Discrimination happens without effort: how black women human resources managers negotiate diversity in a corporation.

Degree: PhD, Adult Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/drake-clark_donna_m_200905_phd

► Black women human resources managers exist on the margins of organizational power structures, possessing neither race or gender privilege nor positional status. They are understudied… (more)

▼ Black women human resources managers exist on the margins of organizational power structures, possessing neither race or gender privilege nor positional status. They are understudied in academic research where their issues are often subsumed under those of White women or Black men. They work in a field that has been described as a “corporate ghetto” where they are often assigned responsibilities relating to diversity. The purpose of this qualitative case study was to describe how Black women human resources managers negotiated diversity issues in a Fortune 1000 corporation. Two research questions guided the study: (1) how do Black women human resources managers resolve the struggles of implementing diversity policies in a corporate environment? and (2) how do Black women human resources managers negotiate their organizational and personal identities within the corporate structure? Semistructured interviews were conducted with six Black women human resources managers who worked at a corporation from 1987 to 2007. All of the women had responsibility for developing, communicating, and/or enforcing diversity-related policies and programs. The researcher, who was also a participant in the study, was interviewed by the professor supervising this study. Three themes emerged during data analysis: Negotiating the Vagaries Commitment to Diversity, Counteracting the Effects of Positionality on Work Life Through Psychological Compartmentalization, Using Black Women-Specific Work Strategies. The findings indicated that participants worked without a corporate commitment to diversity and therefore developed creative ways to continue their diversity work; that the participants were outsider-insiders, negotiating racism and dealing with isolation and hostility; and that participants were confident without being threatening and while staying true to their personal values. Two conclusions were drawn from the findings: (1) the Black women human resources managers used a strategic approach to doing corporate diversity work that was informed by their common experiences of gendered racism, and (2) the Black women human resources managers maintained a delicate balance between their personal desire to be and to appear confident and their professional need to avoid being typecast as stereotypically threatening Black women. Implications for practice and recommendations for future research are offered. Advisors/Committee Members: Juanita Johnson-Bailey.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Drake-Clark, D. (2009). Discrimination happens without effort: how black women human resources managers negotiate diversity in a corporation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/drake-clark_donna_m_200905_phd

Chicago Manual of Style (16^th Edition):

Drake-Clark, Donna. “Discrimination happens without effort: how black women human resources managers negotiate diversity in a corporation.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/drake-clark_donna_m_200905_phd.

MLA Handbook (7^th Edition):

Drake-Clark, Donna. “Discrimination happens without effort: how black women human resources managers negotiate diversity in a corporation.” 2009. Web. 28 Feb 2020.

Vancouver:

Drake-Clark D. Discrimination happens without effort: how black women human resources managers negotiate diversity in a corporation. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/drake-clark_donna_m_200905_phd.

Council of Science Editors:

Drake-Clark D. Discrimination happens without effort: how black women human resources managers negotiate diversity in a corporation. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/drake-clark_donna_m_200905_phd

University of Georgia

14. Allen, Dahlia Jean. Understanding the role of participation in volunteer community service on GED preparation students.

Degree: EdD, Adult Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/allen_dahlia_j_200908_edd

► This qualitative inquiry sought to understand the influence of participation in volunteer community service on GED preparation students in rural Georgia two-year colleges. The following… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Allen, D. J. (2009). Understanding the role of participation in volunteer community service on GED preparation students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/allen_dahlia_j_200908_edd

Chicago Manual of Style (16^th Edition):

Allen, Dahlia Jean. “Understanding the role of participation in volunteer community service on GED preparation students.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/allen_dahlia_j_200908_edd.

MLA Handbook (7^th Edition):

Allen, Dahlia Jean. “Understanding the role of participation in volunteer community service on GED preparation students.” 2009. Web. 28 Feb 2020.

Vancouver:

Allen DJ. Understanding the role of participation in volunteer community service on GED preparation students. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/allen_dahlia_j_200908_edd.

Council of Science Editors:

Allen DJ. Understanding the role of participation in volunteer community service on GED preparation students. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/allen_dahlia_j_200908_edd

University of Georgia

15. McDermott, Colleen Marie. From cook to community leader: the women of Highlander Research and Education Center.

Degree: PhD, Adult Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/mcdermott_colleen_m_200908_phd

► The purpose of this study was to examine the roles of the women of Highlander and how these women influenced not only the curriculum but… (more)

▼ The purpose of this study was to examine the roles of the women of Highlander and how these women influenced not only the curriculum but also the institutional structure of Highlander. This study sought to determine the roles undertaken by women at Highlander and the ways in which these roles were gendered. The theoretical framework guiding this study was from Robnett (1997) who, after analyzing women’s roles in the Civil Rights Movement, developed the concept of bridge leader in order to explain the critical role of women in the Civil Rights Movement which she suggests significantly contributed to the movement’s success. Like women in the Civil Rights Movement, women’s roles at Highlander are largely unknown and under analyzed. In order to uncover and understand these roles, a qualitative study of the women of Highlander was conducted. Through the analysis of in-depth interviews with 30 women who worked at Highlander in the decades from the 1940s to today, the correspondence of women who worked at Highlander in the 1930s and 1940s, and the analysis of a 1994 women’s workshop, I found seven roles undertaken by the women staff at Highlander. These were cook, cultural worker, educator, caregiver, researcher, adviser and director. In addition to these roles, interviews with the women of Highlander revealed another emerging theme related to conflicted relationships which required further analysis. Categories of analysis developed by Maher and Tetreault’s (2001) study of feminist classrooms informed the analysis of Highlander’s conflicted relationships. Several conclusions can be drawn from these findings. First, women were instrumental in shaping Highlander. Second, women both accepted and challenged traditional gender roles while at Highlander. Third, women confronted inequity at Highlander from its very beginning. Even though Highlander’s common analysis included only race and class oppression, women named other categories of oppression such as gender and education-based oppression early in its history. The women and the men on staff continue to confront any inequities that may arise, but today they have arrived at a communally created structure which embodies the democracy which Highlander’s mission has always promoted. Advisors/Committee Members: Thomas Valentine.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McDermott, C. M. (2009). From cook to community leader: the women of Highlander Research and Education Center. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mcdermott_colleen_m_200908_phd

Chicago Manual of Style (16^th Edition):

McDermott, Colleen Marie. “From cook to community leader: the women of Highlander Research and Education Center.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/mcdermott_colleen_m_200908_phd.

MLA Handbook (7^th Edition):

McDermott, Colleen Marie. “From cook to community leader: the women of Highlander Research and Education Center.” 2009. Web. 28 Feb 2020.

Vancouver:

McDermott CM. From cook to community leader: the women of Highlander Research and Education Center. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/mcdermott_colleen_m_200908_phd.

Council of Science Editors:

McDermott CM. From cook to community leader: the women of Highlander Research and Education Center. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/mcdermott_colleen_m_200908_phd

University of Georgia

16. Guadeloupe-Williams, Minavia. Drawing on resources and learning to persevere in graduate education: sociocultural and programmatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions.

Degree: PhD, Adult Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/guadeloupe-williams_minavia_200912_phd

► African Americans are grossly underrepresented among doctorates in American society. Current literature purports negative social encounters, inadequate mentoring, and limited financial support are key factors… (more)

▼ African Americans are grossly underrepresented among doctorates in American society. Current literature purports negative social encounters, inadequate mentoring, and limited financial support are key factors contributing to their underrepresentation. The situation is exacerbated by lower-than-acceptable efforts from the nations’ top universities in producing African American doctorates and the prohibitive rate of attrition from doctoral programs. These challenges, notwithstanding, more African Americans enter and graduate from the field of education than from any other field. African Americans with doctoral degrees in education offer a best case scenario for research on factors that influence students from this group's persistence in their programs. Nonetheless, knowledge of doctoral completion among African Americans, that research with this group offers, remains untapped. Little research has addressed African American education doctorates social learning experiences in their programs, the social and cultural capital and other resources they brought to their studies, or how this knowledge can help increase the numbers of African American students who graduate from doctoral programs. The purpose of this qualitative study was to understand the social, cultural, and programatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions. Data analysis was accomplished through a set of narrative analysis tools. The results of the study are: 1) to complete their doctoral degrees African American students had to overcome interpersonal and intrapersonal effects of racism; 2) resources that positively influenced doctoral education for African Americans were the supportive environments that programs created for financial help and students’ intellectual, psychological, and emotional safety; 3) degree completion was influenced by students’ use of cultural capital; 4) degree completion was influenced by students exercising agency: taking control of their circumstances, and redefining their positions in their universities; 5) relationships played a key role in degree completion in that they created opportunities, provided support, and were frameworks for collaboration. Implications are identified and recommendations for improving doctoral completion for African Americans are discussed. Advisors/Committee Members: Talmadge Guy.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Guadeloupe-Williams, M. (2009). Drawing on resources and learning to persevere in graduate education: sociocultural and programmatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/guadeloupe-williams_minavia_200912_phd

Chicago Manual of Style (16^th Edition):

Guadeloupe-Williams, Minavia. “Drawing on resources and learning to persevere in graduate education: sociocultural and programmatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/guadeloupe-williams_minavia_200912_phd.

MLA Handbook (7^th Edition):

Guadeloupe-Williams, Minavia. “Drawing on resources and learning to persevere in graduate education: sociocultural and programmatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions.” 2009. Web. 28 Feb 2020.

Vancouver:

Guadeloupe-Williams M. Drawing on resources and learning to persevere in graduate education: sociocultural and programmatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/guadeloupe-williams_minavia_200912_phd.

Council of Science Editors:

Guadeloupe-Williams M. Drawing on resources and learning to persevere in graduate education: sociocultural and programmatic factors that contributed to the successful completion of education doctoral programs by African Americans at historically white institutions. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/guadeloupe-williams_minavia_200912_phd

University of Georgia

17. Cannon, Monica. Going beyond compliance: examination of sustainability education planning practices in U.S. MBA business school programs.

Degree: PhD, Adult Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/cannon_monica_y_201005_phd

► A focus on over-industrialization of Western society has wrought a host of intertwined and impending changes to people and the planet. Sustainability advocates look to… (more)

▼ A focus on over-industrialization of Western society has wrought a host of intertwined and impending changes to people and the planet. Sustainability advocates look to the U.S. education system, notably American business schools which help develop business ideology, to participate in aligning sustainability principles with goals of the modern corporation. Educators inside and outside of management argue, however, just how progressive and aggressive they should be in introducing sustainability within the organizational scheme of management education. Using the Cervero and Wilson (1994, 2006) planning theory for adult education programming, the purpose of this study was to examine the program planning processes of U.S. business professors and administrators initiating, creating, and teaching sustainability programs in U.S. MBA business school programs. The following questions form the basis of the research: (1) What are the social and institutional mechanisms that constrain or enable the planning of sustainability programs or courses by business school faculty and administrators? (2) How do sustainability program planners identify stakeholders that affect the direction of their program or courses? (3) How do business school faculty and administrative planners negotiate the power and interests they encounter in planning? This study was conducted using one-on-one interviews with academic planners from selected U.S. business schools. Inductive and deductive qualitative research strategies were used for analyzing research using the constant comparative method to analyze transcribed interview data in order to develop a cogent understanding of sustainability planners’ experiences. The research verified that sustainability has taken root in pockets of business schools where a few planners have established educational communities for advancing special curriculum and projects. Thus, this study proposes the following conclusions as a basis for a final discussion of the data: (1) Sustainability was an organizational innovation for which planners adopted either a revolutionary or incremental planning stance in order to achieve certain degrees of emancipatory change; (2) Planners’ long-term intrinsic motivation and positional capital were central to continuing and strengthening sustainability’s progress through the business school; (3) Planners’ efforts to negotiate support, resources, information and knowledge varied based on the degree of administrator, faculty and external involvement and cooperation. Advisors/Committee Members: Laura L. Bierema.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cannon, M. (2010). Going beyond compliance: examination of sustainability education planning practices in U.S. MBA business school programs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cannon_monica_y_201005_phd

Chicago Manual of Style (16^th Edition):

Cannon, Monica. “Going beyond compliance: examination of sustainability education planning practices in U.S. MBA business school programs.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/cannon_monica_y_201005_phd.

MLA Handbook (7^th Edition):

Cannon, Monica. “Going beyond compliance: examination of sustainability education planning practices in U.S. MBA business school programs.” 2010. Web. 28 Feb 2020.

Vancouver:

Cannon M. Going beyond compliance: examination of sustainability education planning practices in U.S. MBA business school programs. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/cannon_monica_y_201005_phd.

Council of Science Editors:

Cannon M. Going beyond compliance: examination of sustainability education planning practices in U.S. MBA business school programs. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cannon_monica_y_201005_phd

University of Georgia

18. Cole, Deretta Rae. Courage under fire: how black women have learned to survive in corporate America.

Degree: PhD, Adult Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/cole_deretta_r_201008_phd

► The purpose of this study is to examine how Black women learn to negotiate systems of racism and sexism to support their career progression in… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cole, D. R. (2010). Courage under fire: how black women have learned to survive in corporate America. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cole_deretta_r_201008_phd

Chicago Manual of Style (16^th Edition):

Cole, Deretta Rae. “Courage under fire: how black women have learned to survive in corporate America.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/cole_deretta_r_201008_phd.

MLA Handbook (7^th Edition):

Cole, Deretta Rae. “Courage under fire: how black women have learned to survive in corporate America.” 2010. Web. 28 Feb 2020.

Vancouver:

Cole DR. Courage under fire: how black women have learned to survive in corporate America. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/cole_deretta_r_201008_phd.

Council of Science Editors:

Cole DR. Courage under fire: how black women have learned to survive in corporate America. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cole_deretta_r_201008_phd

University of Georgia

19. Erwin, Patricia Louise. Culturally relevant programming in action: a case study of a marriage education program for African American couples.

Degree: PhD, Adult Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/erwin_patricia_l_201008_phd

► The purpose of this study was to understand how a preventive intervention, specifically a marriage education program, was designed to meet the needs of African… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Erwin, P. L. (2010). Culturally relevant programming in action: a case study of a marriage education program for African American couples. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/erwin_patricia_l_201008_phd

Chicago Manual of Style (16^th Edition):

Erwin, Patricia Louise. “Culturally relevant programming in action: a case study of a marriage education program for African American couples.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/erwin_patricia_l_201008_phd.

MLA Handbook (7^th Edition):

Erwin, Patricia Louise. “Culturally relevant programming in action: a case study of a marriage education program for African American couples.” 2010. Web. 28 Feb 2020.

Vancouver:

Erwin PL. Culturally relevant programming in action: a case study of a marriage education program for African American couples. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/erwin_patricia_l_201008_phd.

Council of Science Editors:

Erwin PL. Culturally relevant programming in action: a case study of a marriage education program for African American couples. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/erwin_patricia_l_201008_phd

University of Georgia

20. Harrison, William Timothy. How African American pastors learn the role of ministry.

Degree: EdD, Adult Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/harrison_william_t_201008_edd

► The purpose of this study is to understand the learning of African American pastors, specificallyhow they learn their roles and the means to fulfill them.… (more)

▼ The purpose of this study is to understand the learning of African American pastors, specificallyhow they learn their roles and the means to fulfill them. A qualitative approach was employed as the methodology to gain insight from the perspective of the pastors themselves. The focus of the interview questions were the means of the pastors learning and were conducted at the pastor’s churches. The pastors were asked what roles they learned in their jobs, and how they learned theroles. The influence of the governance structure of their denominations was important to the learning and contributed to a support system for the pastors as well. The pastors were asked what role socio-historical context may have on their learning. Context was believed to play a very important part in learning according to the pastors. Finally, the pastors were asked how they learned their roles. Interviews were conducted with ten pastors from Baptist, Methodist, and Pentecostal churches. Follow up questions were asked and visits were made to the pastor’s churches to observe a service. Based on the data from the interviews and field notes, this study describes how learning takes place and makes suggestions for helping pastors learn their roles. The findings of the study revealed the importance of experience, structure, and history in the development of roles as well as the pastors’ learning of the roles and how to fulfill them. While formal education was important to the pastors, they believed the actual roles that were most important to the church they discovered in the action of doing the job. Situational learning, specifically workplace learning, was employed to contrast the learning of the pastors and other professionals. The theory help describe the process of learning that the pastors describe in their interview. Through personal interaction with other minister, mentors, and doing the job itself, the pastors learned what the spoken and unspoken roles were and mapped a strategy for fulfilling those roles. The pastors learned to navigate through the interpersonal issues in churches to discover their roles. Advisors/Committee Members: Talmadge Guy.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harrison, W. T. (2010). How African American pastors learn the role of ministry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harrison_william_t_201008_edd

Chicago Manual of Style (16^th Edition):

Harrison, William Timothy. “How African American pastors learn the role of ministry.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/harrison_william_t_201008_edd.

MLA Handbook (7^th Edition):

Harrison, William Timothy. “How African American pastors learn the role of ministry.” 2010. Web. 28 Feb 2020.

Vancouver:

Harrison WT. How African American pastors learn the role of ministry. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/harrison_william_t_201008_edd.

Council of Science Editors:

Harrison WT. How African American pastors learn the role of ministry. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/harrison_william_t_201008_edd

University of Georgia

21. Westray, Kevin Lee. Mentoring outcomes for people of color in the workplace.

Degree: PhD, Adult Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/westray_kevin_l_201008_phd

► The purpose of this study was to understand the outcomes of mentoring with a special emphasis on how it affects people of color in corporate… (more)

▼ The purpose of this study was to understand the outcomes of mentoring with a special emphasis on how it affects people of color in corporate America. There is little empirical evidence that mentoring has increased the numbers of people of color into key organizational positions. My research was a quantitative study to address the outcomes of mentoring for minority status groups. The research questions were: 1) What is the relationship between perceived quality of mentoring and perceived promotability? 2) What is the relationship between mentoring access, protégé race and the perceived opportunity for development? 3) What is the relationship among protégé race, mentoring functions received and perceived value? The survey instrument was used to test the following hypotheses: Hypothesis 1: People of Color will have less experience than Whites with mentoring. Hypothesis 2a: When mentored, People of Color will receive more psychosocial support than Whites. Hypothesis 2b: When mentored, People of Color will receive less instrumental support than Whites. Hypothesis 3: The perceived benefits of mentoring, as related to promotability for Whites will be higher than the benefits of mentoring, as related to promotability for People of Color. Hypothesis 1 was not supported. Of the 240 respondents who said they had a mentor, 49% were Black, and 51% were White. Hypothesis 2a had mixed support. At the construct level of psychosocial mentoring, hypothesis 2a was not supported. However, at the sub-construct level, there was statistical significance in role modeling, friendship and parenting. Hypothesis 2b also had mixed support. At the construct level of instrumental mentoring, hypothesis 2b was not supported. However, at the sub-construct level, there was statistical significance in sponsoring. Examining race interactions of protégé and mentor also yielded significance in the overall instrumental function, promotability, and in five of the instrumental roles; sponsor, coach, protect, challenging assignments, and exposure. Hypothesis 3 had mixed support. At the construct level of promotability, there was no statistical significance. However, when looking at the interaction between protégé race and mentor race, White protégés with a Black mentor felt their mentor had advanced their career more than any other dyad race combination. Advisors/Committee Members: Juanita Johnson-Bailey.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Westray, K. L. (2010). Mentoring outcomes for people of color in the workplace. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/westray_kevin_l_201008_phd

Chicago Manual of Style (16^th Edition):

Westray, Kevin Lee. “Mentoring outcomes for people of color in the workplace.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/westray_kevin_l_201008_phd.

MLA Handbook (7^th Edition):

Westray, Kevin Lee. “Mentoring outcomes for people of color in the workplace.” 2010. Web. 28 Feb 2020.

Vancouver:

Westray KL. Mentoring outcomes for people of color in the workplace. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/westray_kevin_l_201008_phd.

Council of Science Editors:

Westray KL. Mentoring outcomes for people of color in the workplace. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/westray_kevin_l_201008_phd

University of Georgia

22. Harnden, Thomas. Reconstructing motherhood: identity salience in mothers of adult sexual minority children.

Degree: PhD, Adult Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/harnden_thomas_201012_phd

► The purpose of this qualitative study was to examine the impact of an adult child’s sexual minority disclosure on adult maternal identity. Research questions that… (more)

▼ The purpose of this qualitative study was to examine the impact of an adult child’s sexual minority disclosure on adult maternal identity. Research questions that guided this study are as follows: 1. How does an adult child’s sexual minority disclosure impact the psychosocial salience of a maternal identity? 2. How does a mother learn to reconstruct and develop a new maternal identity after disclosure? Maternal narratives were collected from nine mothers ranging in age from 45 to 65 using open-end interviews. Analysis of these narratives revealed three major findings. First, the sexual minority disclosure of an adult child produced cognitive dissonance (i.e. psychological disequilibrium) in mothers because homosexuality was considered contrary to the normative gender and sexual ideology learned during their own growth and development. Secondly, in response to this intrapsychic disorder, mothers engaged in introspection, reevaluated their maternal paradigms, and shifted their maternal frame of reference to include sexual diversity so as to support their child’s new identity and the various needs associated with that identity. Lastly, mothers evaluated each social context and selectively disclosed information regarding their children’s sexual orientation in order to manage the social perception of both their child’s sexual identity as well as their maternal identity. The amount and type of information socially disclosed depended upon three factors: 1) the nature and of the social relationship between a mother and those she disclosed to, 2) a mother’s preconception of how the information would be socially perceived and 3) the underlying social motives of disclosure. Two conclusions were drawn from this study: 1) The sexual minority disclosure of a child produces in mothers a sense of disequilibrium which called into question their efficacy as mother, and 2) mothers who experience an adult child’s sexual minority disclosure reconstruct a salient personal and social maternal identity by reexamining the sociocognitive orientations that shape and influence their maternal perspective as well as engaging in the social process of impression management. Advisors/Committee Members: Juanita Johnson-Bailey.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harnden, T. (2010). Reconstructing motherhood: identity salience in mothers of adult sexual minority children. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harnden_thomas_201012_phd

Chicago Manual of Style (16^th Edition):

Harnden, Thomas. “Reconstructing motherhood: identity salience in mothers of adult sexual minority children.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/harnden_thomas_201012_phd.

MLA Handbook (7^th Edition):

Harnden, Thomas. “Reconstructing motherhood: identity salience in mothers of adult sexual minority children.” 2010. Web. 28 Feb 2020.

Vancouver:

Harnden T. Reconstructing motherhood: identity salience in mothers of adult sexual minority children. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/harnden_thomas_201012_phd.

Council of Science Editors:

Harnden T. Reconstructing motherhood: identity salience in mothers of adult sexual minority children. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/harnden_thomas_201012_phd

University of Georgia

23. Bush, Mattie Gates. Critical thinking in marriage and family therapy practice.

Degree: EdD, Adult Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/bush_mattie_g_201105_edd

► One way that professionals can continue learning in practice is by the use of critical thinking in practice. Critical thinking is a way for professionals… (more)

▼ One way that professionals can continue learning in practice is by the use of critical thinking in practice. Critical thinking is a way for professionals to encourage use of their collection of experiences and knowledge to comprehend day-to-day practice (Bickham, 1998). The purpose of this study was to examine critical thinking in the profession of marriage and family therapy practice. The research questions for the study were 1) what are the critical thinking behaviors used by marriage and family therapists? 2) In what situations do marriage and family therapists use critical thinking in practice? and 3) What factors appear to influence critical thinking in marriage and family therapy? The reserach tools used were the interviews and a document called the genogram, which was generated by the researcher. The interviewees were selected among licensed marriage and family therapists throughout sosuthereastern Georgia. The interviewees reviewed the genogram and answered the interview questions. The transcripts of the interviews were reviewed throughout the research study. Field notes were also kept and reviewed. The findings suggest that marriage and family therapists use critical thinking in practice. In fact, at the initial assessment, in joining with the family and while seeking supervision or consultation are the situations where marriage and family therapists use critical thinking . The factors that influence critical thinking in practice are the development of the genogram, communications between the family and the therapist, and the necessity for observation. The findings also suggest that critical thinking behaviors used by marriage and family therapists in practice include making an argument for the selected therapeutic approach, showing empathy for the family, and ensuring fairness to all the family members. Additionally, asking questions, employing metacognition to identify treatment resources and using self reference to determine expertise are also critical thinking behaviors used by marriage and family therpist in practice. There were two conclusions that were evident from the study. The first conclusion is that critical thinking behaviors in marriage and family therapy practice are interrelated and emerge often in practice. The second conclusion is that situations where critical thiking occurs in marriage and family therapy practice are a consequence of 3 factors; the factors are the devlopment of the genogram, communications between the MFT and the family and the necessity for observation. Advisors/Committee Members: Bradley Courtenay.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bush, M. G. (2011). Critical thinking in marriage and family therapy practice. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bush_mattie_g_201105_edd

Chicago Manual of Style (16^th Edition):

Bush, Mattie Gates. “Critical thinking in marriage and family therapy practice.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/bush_mattie_g_201105_edd.

MLA Handbook (7^th Edition):

Bush, Mattie Gates. “Critical thinking in marriage and family therapy practice.” 2011. Web. 28 Feb 2020.

Vancouver:

Bush MG. Critical thinking in marriage and family therapy practice. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/bush_mattie_g_201105_edd.

Council of Science Editors:

Bush MG. Critical thinking in marriage and family therapy practice. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/bush_mattie_g_201105_edd

University of Georgia

24. Yang, Sheng-Yun. Negotiation strategies in the context of asymmetrical political relationships when planning educational programs for adults.

Degree: PhD, Adult Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/yang_sheng-yun_201105_phd

► The purpose of this study was to explore the negotiation strategies that adult educators used to plan educational programs for adults in the context of… (more)

▼ The purpose of this study was to explore the negotiation strategies that adult educators used to plan educational programs for adults in the context of asymmetrical political relationships. The following research questions guided the study: First, in what situations do adult educators experience asymmetrical power relations at the planning table? And second, what negotiation strategies do adult educators apply to negotiate planning issues with other, more powerful, stakeholders? A qualitative study was conducted; ten women and two men ranging in age from the 30s to the 60s were interviewed by using an in-depth and semi-structured format and the critical incident technique. The 12 participants were from nine different organizations distributed over five different geographic locations in Georgia, including Athens, Atlanta, Covington, Gwinnett, and Kennesaw. Data analysis was based on grounded theory and revealed the following two findings. First, organizational hierarchy, cultural norms, and individual credibility were major themes influencing the participants—program planners—so that they felt that they did not have enough power at the planning table. Second, a total of six strategies were identified under two main themes—exercising power and ceding power—when an asymmetrical political relationship occurred in the planning process. The strategies for exercising power include building relationships, establishing credibility, and facilitating information flow, and the strategies for ceding power include going along with a questionable decision, observing to learn, and leaving the table. Five conclusions can be drawn from the findings of this study. First, asymmetrical political relationships result from an array of complex interacting factors—organizational hierarchy, cultural norms, and individual credibility. Second, the major conflicts in the planning process result from differences between organizations’ adult education ideology. Third, relationships play a key role in negotiation. Fourth, making strategic decisions about exercising or ceding power is central to negotiation in asymmetrical political situations. Fifth and finally, win-win theory is the most strategic stance when negotiating in asymmetrical political situations in terms of the following three negotiation theories—game theory, win-win theory, and fairness theory. Advisors/Committee Members: Ronald M. Cervero.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yang, S. (2011). Negotiation strategies in the context of asymmetrical political relationships when planning educational programs for adults. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/yang_sheng-yun_201105_phd

Chicago Manual of Style (16^th Edition):

Yang, Sheng-Yun. “Negotiation strategies in the context of asymmetrical political relationships when planning educational programs for adults.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/yang_sheng-yun_201105_phd.

MLA Handbook (7^th Edition):

Yang, Sheng-Yun. “Negotiation strategies in the context of asymmetrical political relationships when planning educational programs for adults.” 2011. Web. 28 Feb 2020.

Vancouver:

Yang S. Negotiation strategies in the context of asymmetrical political relationships when planning educational programs for adults. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/yang_sheng-yun_201105_phd.

Council of Science Editors:

Yang S. Negotiation strategies in the context of asymmetrical political relationships when planning educational programs for adults. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/yang_sheng-yun_201105_phd

University of Georgia

25. Kim, Seon Joo. Voices in career transitions: a qualitative study to understand Korean adults’ career construction in post-retirement.

Degree: PhD, Adult Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kim_seon-joo_201108_phd

► A rapidly changing society, shaped by demographic changes and a global economy, has created different employment trends and work lives, which in turn require adults… (more)

▼ A rapidly changing society, shaped by demographic changes and a global economy, has created different employment trends and work lives, which in turn require adults to adapt to changes in their careers. This is particularly the case for Korean middle-aged professionals. The combination of the demographic change and socio-economic development has created unprecedented social phenomena, denoting the extension of the working period. For many adults in Korea, this retirement transition presents permeable boundaries between cessation of full-time work and continuous commitment to the workforce. Retirement has become a career transition moving them to another career cycle in which individuals interact with different factors. The purpose of the study was to examine the career transition experiences of Korean middle-aged professionals – who have retired from their primary career and in their post-retirement employment – by investigating their perspectives of the processes involved in their career transition and construction. This interpretative study was guided by the following research questions: (1) What is the process of career transition for Korean middle-aged adults? (2) What contextual factors shape their career construction? (3) How do professionals interpret their career transition processes? Criterion-based sampling was used to select participants for the study. Two female and five male Korean adults in their second careers who had already retired from their primary careers were interviewed for this study; their ages ranged from 48 to 65. Semi-structured, in-depth interviews were used to collect the data. The constructivist grounded theory method was used to analyze and interpret data. Three broad categories of themes emerged from the data to address the research questions: (a) the career transition process, (b) contextual factors shaping career transition and construction, and (c) interpretation of career transitions and construction. The findings resulted in two major conclusions. First, career transition and construction was a process which entailed an appraisal of the threads linking person and context. Second, personal values created a balance between personal situations and societal environments and in turn enabled them to employ career adaptability. These conclusions led to implications for research and practice. Advisors/Committee Members: Laura L. Bierema.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kim, S. J. (2011). Voices in career transitions: a qualitative study to understand Korean adults’ career construction in post-retirement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_seon-joo_201108_phd

Chicago Manual of Style (16^th Edition):

Kim, Seon Joo. “Voices in career transitions: a qualitative study to understand Korean adults’ career construction in post-retirement.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/kim_seon-joo_201108_phd.

MLA Handbook (7^th Edition):

Kim, Seon Joo. “Voices in career transitions: a qualitative study to understand Korean adults’ career construction in post-retirement.” 2011. Web. 28 Feb 2020.

Vancouver:

Kim SJ. Voices in career transitions: a qualitative study to understand Korean adults’ career construction in post-retirement. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_seon-joo_201108_phd.

Council of Science Editors:

Kim SJ. Voices in career transitions: a qualitative study to understand Korean adults’ career construction in post-retirement. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/kim_seon-joo_201108_phd

University of Georgia

26. Schwehm, Jeremy Stephen. The impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students.

Degree: PhD, Adult Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/schwehm_jeremy_s_201112_phd

► The dual purpose of this quantitative study was to provide a comprehensive descriptive profile of an adult vertical transfer student population and to identify precollege… (more)

▼ The dual purpose of this quantitative study was to provide a comprehensive descriptive profile of an adult vertical transfer student population and to identify precollege characteristics and community college experiences that influence the academic and social adjustment process of these students at the university. Data were collected on adult vertical transfer student demographic information, community college experiences, and experiences with academic and social adjustment at the university. The 409 participants in this study were aged 25 years or over at the time of community college attendance and had completed the equivalent of 12 semester hours or above of community college coursework with the intent of transferring credits to a university. Four research questions were examined in this study using descriptive statistics, ANOVA, simple linear regression, and multiple linear regression. The results of the descriptive analysis showed that the demographic profile that fit the largest group of adult vertical transfer students in this study was a 33 year old white, female, continuing-generation college student with a yearly income below $29,000. Survey results showed community college GPA to be the most influential variable in predicting university GPA, and level of perceived classroom involvement at the community college was the most influential variable in predicting academic self-efficacy. Level of classroom involvement at the community college was also the most influential variable in predicting social adjustment at the university. The four major conclusions of this study were: (a) environmental variables had little impact on the ability of adult transfer students to participate in academic or social activities; (b) classroom involvement influenced both academic and social adjustment at the university; (c) community college GPA was the most influential variable in predicting university success; and (d) adult students did not fit the common descriptive profile of vertical transfer students. Advisors/Committee Members: Lorilee R. Sandmann.

Subjects/Keywords: adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Schwehm, J. S. (2011). The impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/schwehm_jeremy_s_201112_phd

Chicago Manual of Style (16^th Edition):

Schwehm, Jeremy Stephen. “The impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/schwehm_jeremy_s_201112_phd.

MLA Handbook (7^th Edition):

Schwehm, Jeremy Stephen. “The impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students.” 2011. Web. 28 Feb 2020.

Vancouver:

Schwehm JS. The impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/schwehm_jeremy_s_201112_phd.

Council of Science Editors:

Schwehm JS. The impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/schwehm_jeremy_s_201112_phd

University of Georgia

27. Joaquin, Edward. The encounters of indifference of Filipino American faculty in higher education: the invisible academic minority.

Degree: PhD, Adult Education, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/joaquin_edward_201408_phd

► The purpose of this qualitative study was to examine the experiences of Filipino American faculty members in North American colleges and universities to ascertain how… (more)

▼ The purpose of this qualitative study was to examine the experiences of Filipino American faculty members in North American colleges and universities to ascertain how they negotiated through societal, institutional and cultural barriers. The research questions that guided this study were: 1) what societal and institutional barriers did Filipino scholars encounter in their academic pursuits; 2) how did Filipino scholars negotiate societal and institutional barriers; 3) in what ways did culture impact the academic experiences of Filipino scholars; and 4) what is the nature of the learning that occurred in the academic experiences of Filipino faculty? The participants of this study were seven Filipino American faculty members currently at teaching institutions on the West Coast, Pacific Northwest, Southeast, East Coast regions and Canada. All of the faculty participants were purposely selected and self-identified as Filipino Americans with a doctoral degree. Data collection consisted of interviews, document analysis, and field notes. Using semi-structured questions, I collected, analyzed, and interpreted their personal experiences in the academy. The documents consisted of curriculum vitae, professional publications, and data from university home pages. Three themes emerged from the data. The first theme, Hostile Experiences Connected to Living in a Post-Colonial World, described overt and subtle forms of hostility from faculty members, institutional policies and procedures and interactions with students. The second theme, Experiences of Isolation Rooted in Existing Cultural Relational Patterns, suggested an inherent manifestation of internal and external isolation. In the third theme, Feelings of Self-Doubt Entrenched in Memories and Reinforced by Daily Experiences, underscored how self-doubt is manifested through memories of cultural messages. The major conclusions drawn from this study were: 1) Hostility Permeates the Filipino American Faculty Experience, 2) Filipino American Scholars Desire Representation and Validation, 3) Cultural Messages Persist as a Colonizing Influence, and 4) The Learning Processes For Filipino American Faculty Are Rooted in Transformation and Incidental Learning. Advisors/Committee Members: Juanita Johnson-Bailey.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Joaquin, E. (2014). The encounters of indifference of Filipino American faculty in higher education: the invisible academic minority. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/joaquin_edward_201408_phd

Chicago Manual of Style (16^th Edition):

Joaquin, Edward. “The encounters of indifference of Filipino American faculty in higher education: the invisible academic minority.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/joaquin_edward_201408_phd.

MLA Handbook (7^th Edition):

Joaquin, Edward. “The encounters of indifference of Filipino American faculty in higher education: the invisible academic minority.” 2014. Web. 28 Feb 2020.

Vancouver:

Joaquin E. The encounters of indifference of Filipino American faculty in higher education: the invisible academic minority. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/joaquin_edward_201408_phd.

Council of Science Editors:

Joaquin E. The encounters of indifference of Filipino American faculty in higher education: the invisible academic minority. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/joaquin_edward_201408_phd

University of Georgia

28. Lasker-Scott, Tennille J. The hard road: the educational pursuits and participation of socioeconomically disadvantaged African American adults.

Degree: PhD, Adult Education, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lasker-scott_tennille_j_201508_phd

► The purpose of this qualitative research study was to examine the impact of class and race on the perceptions of formal education and participation of… (more)

▼ The purpose of this qualitative research study was to examine the impact of class and race on the perceptions of formal education and participation of socioeconomically disadvantaged adult African Americans. The study was guided by two research questions: 1) How do class and race membership affect the beliefs of socioeconomically disadvantaged African American adults towards educational participation? 2) What culturally based concepts or values do socioeconomically disadvantaged African Americans have regarding the significance/importance of education? Twelve participants in the South, Southwest, Southeast, and Midwest United States participated in the study. Each person fit the following criteria: low-income; 25 years of age or older; self-identified as being Black or African American; and first-generation students or potential students. The semi-structured interviews were in face-to face and in-depth. Six major themes emerged from this study: participants did not strive towards educational success because of the absence of role models from their lives; the participants in this study did not believe that education has a correlation to success; family expectations impact participant’s tenure in school; the participants’ goals and dreams of an education were limited by their socioeconomic status; the participants’ experiences were negatively impacted by their race and class membership; and the culture of the African American community had a complex and often conflicting relationship with the significance of education for Blacks. The three conclusions derived from the study were: 1) the race and class membership of socioeconomically disadvantaged African American adults fosters a worldview of hopelessness regarding the importance/significance of education ; 2) the socioeconomically disadvantaged African American adults in this study believe that education is for Whites and that obtaining an education will separate them from their community; and 3) the socioeconomically disadvantaged African Americans in this study do not accept that there is a link between education and success but instead feel that any life success is made random and chaotic by the forces of racism and classism. Advisors/Committee Members: Juanita Johnson-Bailey.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lasker-Scott, T. J. (2015). The hard road: the educational pursuits and participation of socioeconomically disadvantaged African American adults. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lasker-scott_tennille_j_201508_phd

Chicago Manual of Style (16^th Edition):

Lasker-Scott, Tennille J. “The hard road: the educational pursuits and participation of socioeconomically disadvantaged African American adults.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/lasker-scott_tennille_j_201508_phd.

MLA Handbook (7^th Edition):

Lasker-Scott, Tennille J. “The hard road: the educational pursuits and participation of socioeconomically disadvantaged African American adults.” 2015. Web. 28 Feb 2020.

Vancouver:

Lasker-Scott TJ. The hard road: the educational pursuits and participation of socioeconomically disadvantaged African American adults. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/lasker-scott_tennille_j_201508_phd.

Council of Science Editors:

Lasker-Scott TJ. The hard road: the educational pursuits and participation of socioeconomically disadvantaged African American adults. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/lasker-scott_tennille_j_201508_phd

University of Georgia

29. Bryant, Robert George. The professional learning narratives of Chief Diversity Officers: moving the needle in higher education.

Degree: PhD, Adult Education, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/bryant_robert_g_201512_phd

► Chief Diversity Officers (CDO) are executives who are responsible for institutional diversity at colleges or universities in the U.S. Each CDO has a unique background,… (more)

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bryant, R. G. (2015). The professional learning narratives of Chief Diversity Officers: moving the needle in higher education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bryant_robert_g_201512_phd

Chicago Manual of Style (16^th Edition):

Bryant, Robert George. “The professional learning narratives of Chief Diversity Officers: moving the needle in higher education.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/bryant_robert_g_201512_phd.

MLA Handbook (7^th Edition):

Bryant, Robert George. “The professional learning narratives of Chief Diversity Officers: moving the needle in higher education.” 2015. Web. 28 Feb 2020.

Vancouver:

Bryant RG. The professional learning narratives of Chief Diversity Officers: moving the needle in higher education. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/bryant_robert_g_201512_phd.

Council of Science Editors:

Bryant RG. The professional learning narratives of Chief Diversity Officers: moving the needle in higher education. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/bryant_robert_g_201512_phd

University of Georgia

30. Jennings, Sandy Lane. Women program planners: using the planning table to negotiate for the interests of welfare recipients.

Degree: EdD, Adult Education, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/jennings_sandy_l_200705_edd

► The purpose of this study was to determine how women program planners design programs for predominately women learners in Welfare to Work programs. The following… (more)

▼ The purpose of this study was to determine how women program planners design programs for predominately women learners in Welfare to Work programs. The following questions guided this research: 1) How does a woman program planner’s gender-based understanding impact power relations within the organizational process of program planning? and 2) How do women program planners negotiate for the interests of the stakeholders with emphasis on the power and politics of the process? The sample for this study was comprised of eleven women program planners and five Department of Family and Children’s Services representatives who work with welfare recipients. This study revealed women educational program planners shape the form and content of the programs they plan. One factor that affects the planning process is the gender of the program planner. Individuals bring their own ideas of needed educational program content to the process based on prior experiences and these factors affect how women program planners negotiate for the inclusion of women’s learning into the educational or training context of the programs they plan. Based on an analysis of the findings, two conclusions were drawn from this study. They are: 1) Women define themselves based on past experience which gives them a basis for contextualizing the work and striving to change lives through shared understanding; and 2) Women program planners use relational negotiations to get things done. The planners possess personal gender based domains that intersect with socially constructed beliefs. These domains include the way the planners experience empathy for the participants, feel it is necessary to foster self-esteem in the participants, have an internal need to give back to society, and exhibit a passion for the job that is instrumental in accomplishing established goals. The women also possess unique social and organizational domains that bring a distinctive decision-making style to the planning process based on who and what they are as individuals. Race, economic situations, gender, and life circumstances all affect the planning process. Because the planners interviewed were women, feelings for the clients that are unique to women understanding women affected the way the planners got things done. Advisors/Committee Members: Laura Bierema.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jennings, S. L. (2007). Women program planners: using the planning table to negotiate for the interests of welfare recipients. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jennings_sandy_l_200705_edd

Chicago Manual of Style (16^th Edition):

Jennings, Sandy Lane. “Women program planners: using the planning table to negotiate for the interests of welfare recipients.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/jennings_sandy_l_200705_edd.

MLA Handbook (7^th Edition):

Jennings, Sandy Lane. “Women program planners: using the planning table to negotiate for the interests of welfare recipients.” 2007. Web. 28 Feb 2020.

Vancouver:

Jennings SL. Women program planners: using the planning table to negotiate for the interests of welfare recipients. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/jennings_sandy_l_200705_edd.

Council of Science Editors:

Jennings SL. Women program planners: using the planning table to negotiate for the interests of welfare recipients. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/jennings_sandy_l_200705_edd

Open Access Theses and Dissertations