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Item DIFFERENCES IN ACADEMIC ACHIEVEMENT BY GRADE SPAN CONFIGURATION: A TEXAS STATEWIDE STUDY(2016-08-04) Fiaschetti, Carolyn F; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The purpose of this journal-ready dissertation was to examine the extent to which grade span configuration was related to the academic achievement of students in Grades 5 and 6. Specifically, the academic achievement of students in poverty, boys and girls, and students of three ethnic/racial groups (i.e., White, Black, and Hispanic) were examined. Specifically analyzed in these three investigations were the reading and mathematics achievement of these groups of students according to the grade span configuration of their school. The two grade span categories that were compared were a single or double grade level school (i.e., Grade 4-5, 5 only, or 5-6) and a multiple grade level school (i.e., PreK-Grade 6). Each of these three empirical investigations included three years of statewide public school data analyzed. This 3-year analysis of data permitted a determination of the extent to which trends were present in the relationship of grade span configuration with academic achievement of students in Grade 5 and 6 enrolled in Texas public schools. Method A causal-comparative research design was used for this study. Archival data were obtained from the Texas Education Agency for three school years (i.e., 2012-2013, 2013-2014, and 2014-2015). Specific information obtained for Grade 5 and 6 students in Texas was: State of Texas Assessments of Academic Readiness Reading and Mathematics passing rates; grade span configuration; economic status; and ethnic/racial status. Student passing rates were analyzed as a function of grade span configuration by poverty, gender, and ethnic/racial status for Grade 5 and 6 students in Texas. Findings Statistically significant results were present for all reading analyses, with multi-grade level grade span configurations having statistically higher passing rates than single/double grade span configurations, and for all but two mathematics passing rates analyses. Higher passing rates were present for students in multi-grade level schools than their peers in single/double grade level schools. Results from this study were congruent with much of the recent empirical literature in that student academic performance is better in settings that have more grade levels than in settings with fewer grade levels. Implications for policy and recommendations for research were provided.Item DIFFERENCES IN DISCIPLINE CONSEQUENCE ASSIGNMENTS BY ETHNICITY/RACE, GENDER, AND POVERTY IN TEXAS MIDDLE SCHOOLS: A STATEWIDE ANALYSIS(2017-03-14) Barnes, Mikia J.; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences might be present in discipline consequence assignments by student demographic characteristics in Texas middle schools. In the first investigation, the degree to which discipline consequence assignments differed by the degree of student economic disadvantage (i.e., Not Poor, Moderately Poor, or Extremely Poor) was examined. In the second study, the extent to which discipline consequence assignments differed by student ethnicity/race (i.e., Asian, White, Hispanic, and Black) was addressed. Finally, in the third investigation, the degree to which discipline consequence assignments differed by student gender within each of the four major ethnic/racial groups (i.e., Asian, White, Hispanic, and Black) in Texas was determined. These discipline consequences were analyzed for three school years. As such, this multiyear analysis permitted a determination of trends, if present, in the differential assignment of discipline consequences. Method In this multiyear investigation, a non-experimental, causal comparative research design was used. Archival data analyzed in this investigation were previously obtained from the Texas Education Agency Public Education Information Management System for the 2013-2014, 2014-2015, and 2015-2016 school years. The degree to which differences were present in discipline consequence assignments by student demographic characteristics in Texas middle schools was determined. Findings For the 2013-2014, 2014-2015, and 2015-2016 school years, statistically significant differences were established in the assignment of discipline consequences by student demographic characteristic. Data resulting from this 3-year statewide analysis were reflective of strong inequities in the assignment of discipline consequences by student degree of economic disadvantage, by student ethnicity/race (i.e., Asian, White, Hispanic, and Black), and by student gender within each of the four major ethnic/racial groups (i.e., Asian, White, Hispanic, and Black). Results of these analyses were congruent with existing literature. Of note in this study was the presence of a stair-step effect in the assignment of discipline consequences by student degree of economic disadvantage and student ethnicity/race. As such, the inequities delineated herein, may constitute violations of students’ civil rights.Item Differences in Discipline Consequence Assignments by Ethnicity/Race and Economic Status for Texas Grade 6, 7, and 8 Girls: A Statewide Analysis(2017-10-17) Coleman, Crystal L.; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the extent to which differences were present in discipline consequence assignments by the ethnicity/race and economic status for Grade 6, 7, and 8 girls in Texas. In the first investigation, the degree to which discipline consequence assignments differed by the ethnicity/race of Grades 6, 7, and 8 girls was addressed. In the second study, the extent to which discipline consequence assignments differed for Black girls by their economic status was investigated. Finally, in the third investigation, the degree to which discipline consequence assignments were different for Hispanic girls by their economic status was determined. The two discipline consequences of in-school suspension and out-of-school suspension were analyzed for four school years and separately for each grade level in each of the three investigations. As such, this multiyear analysis permitted a determination of trends, if present, in the differential assignment of discipline consequences. Method In this multiyear investigation, a non-experimental, causal comparative research design was used. Archival data analyzed in this investigation were previously obtained from the Texas Education Agency Public Education Information Management System for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. The degree to which differences were present in discipline consequence assignments by student demographic characteristics (i.e., ethnicity/race and economic status) of girls in Texas middle schools was determined. Findings For all four school years, statistically significant differences were present in the assignment of both in-school suspension and out-of-school suspension by the ethnicity/race and economic status of Grade 6, 7, and 8 girls in Texas. Black girls received the highest rates of these two discipline consequences, followed by Hispanic girls. With respect to economic status, Black and Hispanic girls who were Extremely Poor had the highest rates of these two discipline consequences, followed by Black and Hispanic girls who were Moderately Poor. In this multiyear investigation, a stair-step effect (Carpenter et al., 2006) was clearly present in the assignment of discipline consequences by the ethnicity/race and the economic status of Grade 6, 7, and 8 girls in Texas. Results were congruent with the extant literature.Item Differences in graduation rates and postsecondary enrollment as a function of ethnicity/race, school poverty, and school size: A Texas multiyear investigation(2016-10-21) Perez, Angeles M.; Slate, John R.; Barnes, Wally; Moore, George W.; Lunenburg, Frederick C.The purpose of this journal ready dissertation was to ascertain the relationship of high school size with graduation rates and postsecondary enrollment status for students in Texas. In the first study, the relationship of school student enrollment percentages with graduation rates for Black, Hispanic and White graduates was examined. In the second study, the extent to which school poverty was related with graduation rates for Black, Hispanic, and White graduates was ascertained. Finally, in the third research article, the relationship between school poverty and postsecondary enrollment status of Texas graduates was determined. Analyzed in each empirical investigation were two years of statewide public school data. A non-experimental, causal-comparative research design (Johnson & Christensen, 2012) was utilized in this investigation. Archival data were obtained from the Texas Education Agency Academic Performance Report database for the 2012-2013 and 2013-2014 school years. The variables that were analyzed as a function of school size and school student enrollment poverty percentages for students in Texas were: graduation rates, enrollment in Texas higher education institution rates, and completion of one year of Texas higher education without remediation rates. Statistically significant results were revealed in each of the three investigations. An examination of graduation rates for Black students as a function of school size revealed that Moderate-Size schools was the optimal size. Hispanic students however, had higher graduation percentages from Large-Size schools with White students having higher graduation percentages from Small-Size schools. Graduation rates of Black, Hispanic, and White students differed by school student enrollment poverty percentages. For Black and Hispanic students, the highest graduate percentages were from High Poverty schools whereas Low Poverty schools had the highest graduate percentages for White students. Lastly, the postsecondary enrollment status of high school graduates differed as a function of school poverty. High Poverty schools had the lowest enrollment rates in higher education institutions and the lowest completion rates of one year of higher education without remediation. Results from this journal-ready dissertation were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided.Item DIFFERENCES IN MATHEMATICS AND SCIENCE PERFORMANCE BY ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR TEXAS STATEWIDE STUDY(2016-11-03) Anderson, Pamela Bennett; Moore, George W; Martinez-Garcia, Cynthia; Slate, JohnPurpose The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen’s d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to each year for both studies, Asian students had the highest average test scores, followed by White, Hispanic, and Black students, respectively. Thus, a stairstep achievement gap (Carpenter, Ramirez, & Severn, 2006) was present.Item Differences in Persistence and Graduation Rates of Black Students in Texas Community Colleges: A Multiyear, Statewide Study(2017-03-15) Moss, Sheldon; Slate, John R; Harris, Anthony J.; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to examine the 1-year and 2-year persistence rates of Black students in Texas community colleges for the 2007-2008 through the 2014-2015 academic years. Specifically, the relationship of the 1-year and 2-year persistence rates for Black students as a function of their institutional status (i.e., staying or transferring) was analyzed. In addition, the graduation rates of Black and White students in Texas community colleges for the 2007-2008 through the 2015-2016 academic years were examined. The multiple academic years analyzed permitted a determination to the extent to which trends were present in 1-year persistence rates and 2-year persistence rates of Black students, and graduation rates of Black and White students in Texas community colleges. Method A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Board Interactive Accountability System were downloaded and analyzed in each of the three empirical studies in this journal-ready dissertation. Specifically, archival data were obtained for the 2007-2008 through the 2014-2015 academic years for the 1-year persistence rates and for the 2007-2008 through the 2013-2014 academic years for the 2-year persistence rates of Black students in Texas community colleges. Graduation rate data for both Black and White students in Texas community colleges were obtained for the 2007-2008 through the 2015-2016 academic years. Findings Statistically significant differences were present in 4 of the 8 academic years for Black students’ 1-year persistence rates. Black students who stayed at the same community college had higher 1-year persistence rates than Black students who transferred to a different Texas community college. No statistically significant differences were present for Black students’ 2-year persistence rates. The 2-year persistence rates were very low for both Black students who stayed and for Black students who transferred to a different community college. Statistically significant differences were revealed in all 9 academic years between the graduation rates of Black and White students. White students had higher graduation rates than Black students in all 9 academic years. Implications for policy and recommendations for research were provided.Item Differences in Persistence and Graduation Rates of Hispanic Students in Texas Community Colleges: A Texas Statewide Study(2017-03-22) Stagg, Danielle R.; Slate, John R.; Harris, Anthony J.; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to examine the 1-year persistence rates of Hispanic community college students in Texas for the 2007-2008 through the 2013-2014 academic years. Specifically, the relationship of the 1-year persistence rates for Hispanic students as a function of their institutional status (i.e., stayed or transferred) was analyzed. The 2-year persistence rates of Hispanic community colleges in Texas were also analyzed for the 2006-2007 through the 2012-2013 academic years. In addition, the graduation rates of Hispanic and White students in Texas community colleges from the 2008-2009 through the 2014-2015 academic years were examined. Furthermore, the degree to which a trend might be present in the graduation rates of Hispanic and White students at Texas community colleges was also ascertained. Method In this investigation, archival data from the Texas Higher Education Board Interactive Accountability system were downloaded and analyzed in each of the three empirical studies. Specifically, archival data were obtained for the 1-year and 2-year persistence rates of Hispanic Texas community college students. Graduation data were obtained for Hispanic and White students attending Texas community colleges. Findings Inferential statistics revealed the presence of statistically significant differences in the 1-year persistence rates of Hispanic students in Texas community colleges by institutional status in the 2007-2008, 2008-2009, 2009-2010, 2011-2012, 2012-2013, and 2013-2014 academic years. Additionally, inferential statistics revealed the presence of statistically significant differences in the 2-year persistence rates of Hispanic students in Texas community colleges by institutional status in the 2006-2007 through the 2012-2013 academic years. The 1-year and 2-year persistence rates of Hispanic Texas community college students were higher when Hispanic students stayed at the same community college rather than when they transferred to a different community college. In regard to graduation rates, inferential statistical analyses revealed statistically significant differences in the 2008-2009, 2009-2010, 2010-2011, 2011-2012, and the 2012-2013 academic years. Although both Hispanic and White students had low graduation rates from Texas community colleges, the average graduation rates of Hispanic students were lower than the average graduation rates of White students. Implications for practice and recommendations for future research were provided.Item Differences in Student Success as a Function of Dual Credit Enrollment for Texas Community College Students: A Multiyear Investigation(2017-03-30) Dixon, Dorothy Brown; Slate, John R.; Moore, George W.; Lunenburg, Frederick C.; Barnes, WallyPurpose The purpose of this journal-ready dissertation was to examine dual credit enrollment with respect to student demographic characteristics and to student success of Texas community college students. The first purpose was to describe the demographic characteristics with respect to gender and ethnicity/race of Texas community college students who completed a dual credit course while in high school. A second purpose was to analyze the extent to which differences were present in first semester GPAs by ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Finally, a third purpose was to ascertain the degree to which differences were present in the second semester GPAs as a function of ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Method A descriptive research design was used in the first article and a causal-comparative research design was present in the second and third articles in this journal-ready dissertation. Archival data, from a Texas community college district’s Institutional Research Division, were analyzed for the 2012-2013, 2013-2014, and the 2014-2015 academic years. Variables that were analyzed were: dual credit enrollment status, gender; ethnicity/race, first semester GPA, and second semester GPA. Findings With respect to the demographic characteristics of students who had completed a dual credit course while in high school, almost two thirds of the community college students were females. White and Hispanic students constituted the two ethnic/racial groups with the highest percentages of students who had completed a dual credit course while in high school. Of note was the very low percentage of Black students who had completed a dual credit course while in high school. Regarding first semester GPAs and second semester GPAs, with few exceptions, students who had completed a dual credit course while enrolled in high school had statistically significantly higher GPAs than their counterparts who had not completed a dual credit course while enrolled in high school. These results were consistent across all three academic years. Implications for policy and for practice were made, along with recommendations for future research.Item Ethnic identity, children's perception of expectations of the teachers, and feelings about school of Mexican-American and White children(Texas Tech University, 2003-12) Apparala, Malathi LathaMany factors have been investigated to determine what contributes to Mexican American students' school dropout rate. Earlier studies focused on deficits in the culture and or the children themselves. More recent approaches focus on children's perceptions and understanding of stereotypes and how these are manifested in the school system. This dissertation is unique in that it attempted to better understand how the effect of Mexican American and White children's perceptions about teacher expectations influences their feelings about school, examining the possible mediating role of the strength of their ethnic identity development. The children were recruited at several local community organizations and centers in the city of Lubbock, Texas. The sample (134 Hispanic and 131 Anglo) included 265 children (124 boys and 141girls). A highly trained research assistant interviewed each child in one individual interview session (30 minutes). The main findings indicated that Hispanic children who rank ordered their ethnicity as less important than other personal descriptions, and White children who rank ordered their ethnicity as more important stated that they perceived Hispanics teachers to expect less ofHispanic children. Hispanic older children assigned more importance to ethnicity compared to Hispanic younger children, and overall Hispanic children assigned more importance to ethnicity compared to White children at all grades. Hispanic children's strength of ethnic identity was higher compared to White children at all grades, with 6th graders having slightly higher ethnic identity scores than 1st and 3rd graders. Other results revealed that children in the first grade reported liking school more than children in the upper grades. Girls reported having more positive teacher related feelings about school than boys did. For White children, the findings suggest that when the mother is more educated the child likes the school least. The most significant finding of the present study was that for Hispanic children. White teacher's expectation about a Hispanic child's performance was the strongest predictor of feelings about school.Item Ethnic/Racial Diversity of First-Time in College Undergraduate Student Enrollment at Texas Community Colleges: A Multiyear, Statewide Investigation(2017-06-26) Lebron, Juan Carlos; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the degree to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled full-time in Texas community colleges. Specifically, the ethnic/racial diversity changes (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time students who were enrolled in Texas community colleges in the 1999-2000 academic year through the 2014-2015 academic year were analyzed. The degree to which differences were present in the enrollment percentages of Asian, White, Hispanic and Black first-time in college full-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was examined. The extent to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled part-time in Texas community colleges was examined. The degree to which differences existed in the enrollment percentages of Asian, White, Hispanic, and Black first-time in college part-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was analyzed. An analysis of the trends present in the ethnic/racial diversity (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time and part-time students who were enrolled in Texas community colleges during the 1999-2000 through the 2014-2015 academic years was included in these three investigations. Method A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were downloaded and analyzed for the 1999-2000 through the 2014-2015 academic years. Findings Inferential statistical analyses revealed that over this time period, the percentage of Hispanic first-time in college full-time and part-time Texas community college students statistically significantly increased, whereas the percentage of White first-time in college full-time and part-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time and part-time college students during this time period. Statistically significant increases were also present with respect to the percentage of Hispanic students (regardless of enrollment status) who were enrolled in Texas community colleges during this time period.Item Exploratory study on factors impacting job satisfaction among ethnic minority employees(2011-12) Koo, Lamont Bon-gul; Lewis, Kyle, 1961-; McCann, BruceAs organizations are being confronted with the pool of people seeking employment that are increasingly diverse in terms of ethnicity (Oerlemans et al. 2008), and as job satisfaction has been one of the important drivers for work-related well-being in employees, there have been a number of studies about job satisfaction among ethnic minorities (Spector 1997). Although there is a growing body of research on job satisfaction and ethnic minorities at work, there is still a paucity of studies regarding factors impacting job satisfaction among ethnic minorities specifically. The present study explores contributing factors impacting ethnic minorities’ job satisfaction, using qualitative method based on Motivator-Hygiene Theory (Frederick 1966, 2003) and Job Characteristics Theory (Hackman and Oldham 1976). Three Hispanic/Latino Americans and three Asian Americans, all workers in construction sites in Samsung semiconductor in Austin, Texas, were individually interviewed with open-ended questions by the author in the summer of 2010. Participants reported professional development opportunities and appropriate and well-deserved compensation as the main factors impacting job satisfaction, while heavy workload, not being recognized, time constrains, and stressful work environment were reported as factors in dissatisfaction. Family, personal goals and money were the three most important personal values that participants considered when making decisions about their career paths. It is important to continue to examine other predictors of and contributing factors to job satisfaction of ethnic minority employees, so that their employers and managers in the work place can form a better understanding of these populations and work effectively with them. It is also important to educate human resources professionals about ethnic minorities’ needs and how those needs can be met for work-related well-being.Item Inequities in disciplinary alternative education program placements by ethnicity/race and economic status for Texas middle school students: A multiyear, statewide investigation(2017-05-05) Lopez, Edward L.; Slate, John R.Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. Method A causal comparative research design was employed in this quantitative investigation in which four years of Texas statewide data were analyzed. All of the independent variables and the dependent variables had already occurred, thus precluding the possibility of controlling for any extraneous variables. Findings Results were remarkably consistent across all four school years and across all three grade levels. In each of the school years, Black boys and Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic boys and Hispanic girls also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. Regardless of ethnicity/race, students who were Extremely Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor or who were Moderately Poor. The results of these studies were congruent with the existing literature regarding the presence of inequities in the assignment of Disciplinary Alternative Education Program placements.Item Inequities in Juvenile Justice Alternative Education Program assignments by the economic status and ethnicity/race of Texas middle school boys and their effects on academic achievement: A multiyear, statewide investigation(2017-10-17) Eckford, Christopher Ardel; Slate, John R.The purpose of this proposed journal-ready dissertation was to determine the extent to which differences were present in Juvenile Justice Alternative Education Program placements by student demographic characteristics for Grade 6, 7, and 8 boys in Texas middle schools. In the first investigation, the degree to which Juvenile Justice Alternative Education Program placements differed by the economic status (i.e., Poor, Not Poor) of Grade 6, 7, and 8 boys was examined. In the second investigation, the degree to which Juvenile Justice Alternative Education Program placements differed by the ethnicity/race (i.e., White, Hispanic, and Black) of Grade 6, 7, and 8 boys was determined. Finally, in the third study, the extent to which Juvenile Justice Alternative Education Program placements were related to the reading and mathematics achievement of Grade 6, 7, and 8 boys was addressed. In the first two articles, four years of Texas statewide data was analyzed, whereas in the last article, only one school year of data were present. In this investigation, a causal-comparative research design was used. Through a Public Information Request, archival data were obtained from the Texas Education Agency for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Specific data requested from the Texas Education Agency were student demographic characteristics and Juvenile Justice Alternative Education Program placement. In all four school years, statistically significant differences were present for the majority of the analyses by student demographic characteristics. In the first two studies, statistically significant differences were present in the assignment to a Juvenile Justice Alternative Education Program placement by student economic status (i.e., Poor, Not Poor) and ethnicity/race (i.e., White, Black, and Hispanic). Boys who were poor and Black boys were assigned to a Juvenile Justice Alternative Education Program placement statistically significantly more often than their counterparts. In the third study, statistically significant differences were present in reading and mathematics performance as a function of Juvenile Justice Alternative Education Program receipt. Boys who received this consequence had statistically significantly lower test scores than their peers who did not receive this consequence. Results from these three studies were congruent with existing literature.Item Racial and Ethnic Identities of Mexican-White Couples in Texas(2010-11-03) Guillen, Jennifer 1983-This thesis is a result of qualitative research conducted with individuals in interracial, Mexican-White couples in Southeast, Texas. This study calls into question the ways in which individuals in these relationships self-identify and how they perceive and are perceived by their partners. There are several conclusions reached during this study. First, the results partially support Omi and Winant?s (1994) argument that racial and ethnic identities are fluid and dynamic among non-White individuals, as is shown by the availability of labels and the variation in selecting those identities. Second, the analysis shows that Whites impose the label ?Hispanic? onto their Mexican partners, regardless of how these self-identify. Finally, the identity of Whites does not support Omi and Winant?s (1994) argument that racial and ethnic identities are fluid and dynamic. On the contrary, behaviors and attitudes among Whites shift, but their identity is static. This reflects the retention of White power and privilege associated with White identity. This analysis utilized forty in-depth interviews of individuals living in a small to medium sized metropolitan area in Texas, and who were asked to discuss ethnic and racial identity as it is self-identified, and perceived and imposed by their partners. Respondents revealed extensive variation in responses as to how individuals in these couples racially and ethnically self-identified, identified their partners, as well as, what factors may or may not affect those identifications. Results indicate a complex relationship between individuals in interracial and interethnic relationships and their constructions of identity that influence racial and ethnic identifications.Item Science and religion: a search for synergism(Texas A&M University, 2006-08-16) Jones, Jared MichaelIn this thesis, I consider the problem of relating science and religion, and search for a solution that will provide a useful model both for individual believers as well as professional scientists and theologians. In this search, I take up the works of three of the most influential thinkers to write on the subject: Andrew Dickson White, Alfred North Whitehead, and Ian G. Barbour. I survey each of their texts and evaluate the philosophy of science and religion that they present. In the end, I conclude that the version of process philosophy adopted by Ian Barbour offers the most promising solution to the problem of relating science and religion.