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Title: USSR : development of outlying national areas.
Date Issued: 1970
PURL: http://purl.flvc.org/fcla/DT/2180916
Subject Headings: Minorities --Soviet Union --Social conditions.
Format: Document (PDF)

Title: Are There Disparate Outcomes by Race in the Market for Reverse Mortgages?.
Creator: Tayar, George, Cole, Rebel, Florida Atlantic University, Department of Finance, College of Business
Abstract/Description: Reverse mortgages are designed to allow house-rich but cash-poor homeowners the ability to tap the equity in their homes. This unique mortgage product has several features that distinguish it from a traditional mortgage, including that no principal or interest payments are made to the lender. Using 2018 - 2020 HMDA data, I test for disparate treatment in outcomes by race, ethnicity and gender. I test for redlining disparate outcomes using the census track minority population percentage as a...
Show moreReverse mortgages are designed to allow house-rich but cash-poor homeowners the ability to tap the equity in their homes. This unique mortgage product has several features that distinguish it from a traditional mortgage, including that no principal or interest payments are made to the lender. Using 2018 - 2020 HMDA data, I test for disparate treatment in outcomes by race, ethnicity and gender. I test for redlining disparate outcomes using the census track minority population percentage as a proxy for neighborhood and test for loan pricing disparate outcomes using the interest rate charged. I test for origination disparate outcomes by comparing approval denial rates. My findings indicate (i) that lenders are more likely to reject applications from borrowers in census tracks with higher percentages of minorities, (ii) that lenders are more likely to reject applications from minority borrowers and (iii) that lenders charge higher interest rates to minority borrowers. I do not find that lenders charge higher interest rates in census tracks with higher percentages of minorities.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014038
Subject Headings: Mortgage loans, Reverse, Discrimination, Minorities
Format: Document (PDF)

Title: The right of nations to self-determination.
Creator: Lenin, Vladimir ll'ich
Date Issued: 1947
PURL: http://purl.flvc.org/fcla/DT/2170984
Subject Headings: Self-determination, National., Minorities --Soviet Union.
Format: Document (PDF)

Title: Renascence.
Creator: Navarrete, Roberto Rafael, Prusa, Carol, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description: My thesis body of work offers a bridge into the physical, emotional, and spiritual scarring caused by global intolerance towards the LGBTQIA+ community and oppression embedded by patriarchal power. This body of work is a collection of resurfaced history and experiences transformed physically by intentionally subverting hyper-masculine materials into knots. My objective is to deconstruct individual knotted cords that make up the fabric of my identity and reconstruct them into an installation....
Show moreMy thesis body of work offers a bridge into the physical, emotional, and spiritual scarring caused by global intolerance towards the LGBTQIA+ community and oppression embedded by patriarchal power. This body of work is a collection of resurfaced history and experiences transformed physically by intentionally subverting hyper-masculine materials into knots. My objective is to deconstruct individual knotted cords that make up the fabric of my identity and reconstruct them into an installation. Renascence offers a visceral experience for the audience that aesthetically explores the body’s transformation as it heals. This thesis asserts a place within a reflective, fluid, transitional identity expressing the intersection of the temporality and body that I occupy as a Queer, Latinx artist of color. Working across media, Renascence incorporates performance, photography, paper, paint, projection, mirrors and built environments.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013044
Subject Headings: Installations (Art), Sexual minorities, Multimedia (Art)
Format: Document (PDF)

Title: THE EFFECTS OF MOTIVATIONAL INTERVIEWING ON MINORITY CLIENTS IN VOCATIONAL REHABILITATION.
Creator: Khan-Jordan, Cindy, Frain, Michael, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: Motivation can foster engagement in the Vocational Rehabilitation (VR) program leading to benefits that can potentially result in sustainable employment. The purpose of this study was to examine the impact of Motivational Interviewing using the Motivation Curriculum for Vocation Rehabilitation Consumers (MCRC) on stages of change, self-determination, functional disability limitations awareness and life satisfaction on minority and non-minority VR clients with disabilities that had open cases...
Show moreMotivation can foster engagement in the Vocational Rehabilitation (VR) program leading to benefits that can potentially result in sustainable employment. The purpose of this study was to examine the impact of Motivational Interviewing using the Motivation Curriculum for Vocation Rehabilitation Consumers (MCRC) on stages of change, self-determination, functional disability limitations awareness and life satisfaction on minority and non-minority VR clients with disabilities that had open cases with The Florida Division of Vocational Rehabilitation.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013324
Subject Headings: Vocational rehabilitation, Motivational interviewing, Minorities, Personal Autonomy
Format: Document (PDF)

Title: THE DEVELOPMENT AND VALIDATION OF THE MULTIDIMENSIONAL EATING AND BODY IMAGE SCREENING FOR LGBTGEQIAP+ INDIVIDUALS.
Creator: Labarta, Adriana C., Emelianchik-Key, Kelly, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: Research has consistently shown that LGBTGEQIAP+ individuals experience pervasive health disparities, including eating disorders (ED; e.g., Mensinger et al., 2020). Unfortunately, LGBTGEQIAP+ people report negative ED treatment experiences, particularly concerning cultural sensitivity, gender-affirming care, and other barriers to diagnosis and treatment (Duffy et al., 2016; Hartman-Munick et al., 2021; The Trevor Project, 2020). Sonneville and Lipson (2018) advocated for developing inclusive...
Show moreResearch has consistently shown that LGBTGEQIAP+ individuals experience pervasive health disparities, including eating disorders (ED; e.g., Mensinger et al., 2020). Unfortunately, LGBTGEQIAP+ people report negative ED treatment experiences, particularly concerning cultural sensitivity, gender-affirming care, and other barriers to diagnosis and treatment (Duffy et al., 2016; Hartman-Munick et al., 2021; The Trevor Project, 2020). Sonneville and Lipson (2018) advocated for developing inclusive screening tools to address current deficits in multicultural ED research and practice. The present study sought to fill this gap by developing and validating a new screening tool for LGBTGEQIAP+ individuals: the Multidimensional Eating and Body Image Screening (MEBIS). Following Lambie et al.’s (2017) guidelines, the researcher developed an initial item pool based on a comprehensive ED literature review. An expert panel of reviewers and a small sample of LGBTGEQIAP+ individuals provided additional feedback to enhance item clarity, content validity, and affirming language. The researcher began the recruitment process after receiving approval from the university’s Institutional Review Board. Participants included LGBTGEQIAP+ adults (18 years of age or older) from the community. Two separate samples were collected via an online survey for exploratory factor analysis (EFA; N=400) and confirmatory factor analysis (CFA; N=339) procedures. The EFA revealed a nine-factor structure accounting for 61.1% of the variance in the model. The factors were labeled as follows: (1) Gender, Media, and Disconnection; (2) Binging and Emotional Eating; (3) Compassion and Awareness; (4) Communities of Support; (5) Relationship with Food; (6) Affectional Orientation Sociocultural Factors; (7) Restriction, Dieting, and Compensatory Behaviors; (8) Racial/Ethnic Sociocultural Factors; and (9) Family and Cultural Support. According to CFA results, the nine-factor model suggested adequate fit (robust x2 (df = 866)=2479.62; CFI=.903; RMSEA=0.74; SRMR=.084). Additional psychometric analyses revealed acceptable internal consistency reliability (Cronbach’s alpha of 0.888) and evidence of convergent validity with the well-established ED screening, the Eating Attitudes Test-26 (EAT-26; Garner et al., 1982). These results pose significant implications for culturally responsive and inclusive ED treatment, which are addressed.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013883
Subject Headings: Sexual minorities, Sexual minorities--Counseling, Eating disorders--Treatment, Body image, Screening
Format: Document (PDF)

Title: Biomass production by some marine and freshwater plants.
Creator: Ryther, John H., Hanisak, M. Dennis, Stenberg, Richard W., DeBusk, T. A.
Date Issued: 1978
PURL: http://purl.flvc.org/fau/fd/FA00007132
Subject Headings: Biomass, Marine plants, Freshwater plants, Gracilaria, Water hyacinth, Lemna minor
Format: Document (PDF)

Title: Evapotranspiration of Eichhornia crassipes (Mart.) solms and Lemna minor L. in central Florida: Relation to canopy structure and season.
Creator: DeBusk, T. A., Williams, Lavergne D., Ryther, John H., Harbor Branch Oceanographic Institute
Date Issued: 1983
PURL: http://purl.flvc.org/FCLA/DT/3331828
Subject Headings: Evapotranspiration, Eichhornia crassipes, Water hyacinth, Lemna minor, Plant canopies
Format: Document (PDF)

Title: Elementary School Teachers’ Perceptions Regarding the Inclusion of LGBTQ Themed Literature.
Creator: Grasso, Dominic, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100...
Show moreThis critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004742, http://purl.flvc.org/fau/fd/FA00004742
Subject Headings: Education, Elementary--Curricula., Sexual minorities' writings, American., Sexual minorities in literature., Human rights in literature--Study and teaching.
Format: Document (PDF)

Title: The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
Creator: Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
Subject Headings: Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
Format: Document (PDF)

Title: Effects of seasonality and plant density on the productivity of some freshwater macrophytes.
Creator: DeBusk, T. A., Ryther, John H., Hanisak, M. Dennis, Williams, Lavergne D.
Date Issued: 1981
PURL: http://purl.flvc.org/FCLA/DT/3331820
Subject Headings: Primary productivity (Biology), Eichhornia crassipes, Water hyacinth, Lemna minor, Hydrilla verticillata, Wastewater treatment and reuse
Format: Document (PDF)

Title: Freshwater macrophytes for energy and wastewater treatment.
Creator: Ryther, John H., DeBusk, T. A., Hanisak, M. Dennis, Williams, Lavergne D.
Date Issued: 1979
PURL: http://purl.flvc.org/fau/fd/FA00007077
Subject Headings: Sewage--Purification, Plant biomass, Lemna minor, Water hyacinth, Hydrilla, Biomass energy
Format: Document (PDF)

Title: An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
Creator: Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004019
Subject Headings: Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
Format: Document (PDF)

Title: The dilemma of the language-minority stud.
Creator: Ruiz, Maegan, Galin, Jeffrey R., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home...
Show moreIf we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004053
Subject Headings: Discourse analysis, Language and education, Language and languages -- Variation, Linguistic minorities -- Education, Multilingualism, Sociolinguistics
Format: Document (PDF)

Title: THE ADMINISTRATIVE IMPACT OF TWO EVALUATION PROCEDURES FOR THE IDENTIFICATION AND PLACEMENT OF MENTALLY RETARDED MINORITY STUDENTS.
Creator: SARGEANT, JOHN ALLEN., Florida Atlantic University
Abstract/Description: The literature shows that minority students have been placed into programs for the mentally retarded in numbers which far exceed their expected representation in the general student population. Also, that the current evaluation procedures are the primary reason for this over identification and that new evaluation procedures should be considered. The "System of Multicultural Pluralistic Assessment" (S.O.M.P.A.), created by sociologist Dr. Jane Mercer of Riverside, California, in 1979, provides...
Show moreThe literature shows that minority students have been placed into programs for the mentally retarded in numbers which far exceed their expected representation in the general student population. Also, that the current evaluation procedures are the primary reason for this over identification and that new evaluation procedures should be considered. The "System of Multicultural Pluralistic Assessment" (S.O.M.P.A.), created by sociologist Dr. Jane Mercer of Riverside, California, in 1979, provides an alternative procedure. S.O.M.P.A. meets the federal mandate for nonbiased assessment outlined in Public Law 94-142. Using the existing Palm Beach County School District procedures and the S.O.M.P.A., this study attempted to determine which procedure would more accurately diagnose minority students as mentally retarded by dually evaluating seventy-three minority students. Fifty-four students were placed into programs for the mentally retarded utilizing the district procedures while only twenty-three students would have been placed utilizing S.O.M.P.A. That was a statistically significant (P < .001 level of confidence) reduction in the number of students placed in favor of S.O.M.P.A. The study also shows that males were referred, evaluated, and placed more frequently than females; blacks were referred, evaluated, and placed more frequently than whites and Hispanics; black males were referred, evaluated, and placed more frequently than any other sex and ethnic group combined; Hispanic females were referred, evaluated, and placed less frequently than any other sex and ethnic group combination; eight to eleven year old students were referred, evaluated, and placed more frequently than any other age range; ten year old students were referred and evaluated more frequently than any other age student; and that eleven and twelve year olds were placed more frequently than any other age student.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11811
Subject Headings: Children with mental disabilities--Florida--Testing, Minorities--Psychological testing--Florida
Format: Document (PDF)

Title: Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.
Creator: Collado, Washington B., Maslin-Ostrowski, Patricia, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four...
Show moreThis study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four participants were selected by the principals at the participating schools and included members of their leadership teams, such as literacy coaches, assistant principals, magnet coordinators, students, parents, security specialists, and guidance counselors. The conceptual framework of the study was based on three research questions. The first question examined the synergistic relationships between the selected middle and the high schools with the purpose of addressing students’ at risk of dropping out factors in the areas of academic engagement, behavior, and attendance. The second question investigated the different types of initiatives enacted to provide support and efforts to engage or reengage students. The third question was used as a guide to observe the effects that the principals have on the work of stakeholders and how they serve their students. This study examined the various ways in which two high schools and their three feeder middle schools combine efforts to reengage students academically and socially. The selected high schools have demonstrated success in graduation rates while serving minority-majority students in areas of poverty, as determined by the high percentage of students qualifying for the Free and Reduced Lunch program. The findings indicate the existence of purposeful collaboration between personnel with an emphasis on programmatic continuum, communication, and other initiatives to strengthen articulation. Further, this study identified various forms of support programs for students to remain engaged or reengage, such as extracurricular activities, mentoring, and expansion of interest-based classes. Lastly, the findings demonstrate that the principals involved in this study clearly established a mission and vision and their leadership teams enact such with a balance between their own initiatives and adherence to the goals of their respective school leaders.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013056
Subject Headings: Low-income high school students., Minority high school students., Dropouts--Prevention.
Format: Document (PDF)

Title: Resegregation: the impact on education.
Creator: King, Tameka L., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals leading high poverty and low poverty schools where resegregation was occurring. Despite the growing concern for resegregation, little has been down to reverse the adverse affects of this phenomenon. The body of research that has explored the essence of resegregation has in small volumes acknowledged the perception of school...
Show moreThis qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals leading high poverty and low poverty schools where resegregation was occurring. Despite the growing concern for resegregation, little has been down to reverse the adverse affects of this phenomenon. The body of research that has explored the essence of resegregation has in small volumes acknowledged the perception of school principals. A much clearer portrait of the impact resegregation was having on schools as perceived by school principals offered an in-depth understanding of the way in which policy and practices affect schools undergoing resegregation. Hence, this study used the hermeneutic phenomenological methodology in an attempt to gain a deeper understanding and meaning of the complex experiences of resegregation from the perspective of school principals. The data was explicated by using Hycner’s (1999) five step process. The findings and conclusion of this study were intended to inform policy alternatives and practices through aggregating collected and analyzed perspectives of school principals of high poverty and low poverty schools.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004129
Subject Headings: Children of minorities -- Education., Segregation in education -- Government policy., Racism in education.
Format: Document (PDF)

Title: First language attrition of Colombian Spanish speakers in south Florida.
Creator: Gonzalez, Gwynne., Florida Atlantic University, DuBravac, Stayc
Abstract/Description: This research study compares the use of the Spanish preterite and imperfect forms of stative verbs between native Spanish speakers in an L1 Spanish environment (E1) with L1 Spanish speakers in an L2 English environment (E2). The study specifically targets subjects' Spanish L1 attrition of these verb forms in an English L2 environment by eliciting their use in an informal interview.
Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13378
Subject Headings: Language attrition--Florida., Linguistic minorities--Florida., Language obsolescence., Immigrants--Language--Florida.
Format: Document (PDF)

Title: FACTORS CONTRIBUTING TO THE ENROLLMENT OF DISADVANTAGED (ESPECIALLY BLACK) IN JUNIOR COLLEGE MARKETING AND RELATED MANAGEMENT PROGRAMS.
Creator: SENNING, WILLIAM C., Florida Atlantic University
Abstract/Description: Sample populations, the disadvantaged (especially black) and business firms were surveyed to learn the perceptions held by each toward the employment of disadvantaged junior college graduates. Findings were analyzed and tested by x^2 to isolate perceptual differences. Results showed entry level wages expected compared to those paid; relation of education to promotion; persons of influence in career choices; and changes in employment attitudes toward business careers in the past five years by...
Show moreSample populations, the disadvantaged (especially black) and business firms were surveyed to learn the perceptions held by each toward the employment of disadvantaged junior college graduates. Findings were analyzed and tested by x^2 to isolate perceptual differences. Results showed entry level wages expected compared to those paid; relation of education to promotion; persons of influence in career choices; and changes in employment attitudes toward business careers in the past five years by blacks and businessmen. There were different perceptions held by each group. Suggestions were made to help the teacher to act as a coordinator to reduce the gap between the disadvantaged (especially black) and employment in marketing and allied business careers.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11739, http://purl.flvc.org/fau/fd/FADT11739
Subject Headings: African American businesspeople, African Americans--Education--Florida, Minorities--Education--Florida
Format: Document (PDF)

Title: The relationship between non-school factors and reading achievement among LEP and English-fluent students in the school district of Palm Beach County, Florida.
Creator: Pinkos, Margarita Perera-Zamora., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The purpose of this study was to examine the relationships between reading gains and the following demographic variables: economic status, ethnicity, and gender. The reading gains of limited English proficient (LEP) and English-fluent students in the school district of Palm Beach County, the fourth largest school district in Florida, were examined for two consecutive years. The researcher also sought to determine if LEP status affected the relationship between reading gains and the variables...
Show moreThe purpose of this study was to examine the relationships between reading gains and the following demographic variables: economic status, ethnicity, and gender. The reading gains of limited English proficient (LEP) and English-fluent students in the school district of Palm Beach County, the fourth largest school district in Florida, were examined for two consecutive years. The researcher also sought to determine if LEP status affected the relationship between reading gains and the variables identified. The sample included 51,590 English-fluent and 11,907 LEP students in the first year. In the second year of the study, the sample included 53,400 English-fluent and 12,830 LEP students. Multiple regression analysis was used to test the correlations and significance of the predictor variables for the subgroups, LEP and English-fluent students. Factorial analysis of variance was used to determine if there was an interaction between LEP status and the regression models for each of the predictor variables. The results indicated that yearly reading gains of English-fluent and Limited English Proficient students in Palm Beach County Schools could not be predicted from the predictor variables used during the years of the study. The results of multiple regressions revealed that a very small percentage of the criterion variable could be explained by the predictor variables (R 2 values ranged from .000 to .003). In the cases where the regression model was statistically significant, the results were not practically significant but the product of a trivial relationship between the variables, perhaps due to the size of the sample. After examining the interaction of LEP status with each of the predictor variables, it was concluded that the interaction between LEP status and each of the predictor variables did not increase significantly the predictive value of the models. No significant difference was found in the regression slopes between LEP and English-fluent students for any of the predictor variables.
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12019
Subject Headings: Limited English-proficient students, Minorities--Education, Academic achievement, Reading--Florida--Palm Beach County
Format: Document (PDF)

FAU Theses and Dissertations (42)	+ -
HBOI Faculty Contributions (4)	+ -
Political & Rights Issues & Social Movements Collection (2)	+ -

Minorities (7)	+ -
Education (5)	+ -
Educational equalization (4)	+ -
Lemna minor (4)	+ -
Motivation in education (4)	+ -

Water hyacinth (4)	+ -
Academic achievement (3)	+ -
English language (3)	+ -
Minorities in motion pictures (3)	+ -
Study and teaching (3)	+ -
Achievement in education (2)	+ -
Eichhornia crassipes (2)	+ -
Foreign speakers (2)	+ -
Language arts (2)	+ -
Minority women (2)	+ -
Second language acquisition (2)	+ -
Sexual minorities (2)	+ -
Academic achievement -- Social aspects (1)	+ -
Academic achievement -- United States (1)	+ -
Academic achievement--Cross-cultural studies (1)	+ -
Academic achievement--Florida--Miami-Dade County (1)	+ -
Academic achievement. (1)	+ -
Acculturation (1)	+ -
Achievement motivation (1)	+ -
Adult education (1)	+ -
Affective education (1)	+ -
African American businesspeople (1)	+ -
African American educators--United States (1)	+ -
African American universities and colleges--United States (1)	+ -
African American young men -- Education (Higher) (1)	+ -

United States (8)	+ -
Florida (4)	+ -
Educational leadership--United States (1)	+ -
France (1)	+ -
Germany (1)	+ -

Chorales. No. 3, A minor. (1)	+ -
Prâeludes. (1)	+ -

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