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Kesner, John E.; Stenhouse, Vera – Australian Journal of Teacher Education, 2018
In the United States, not only are parents permitted to utilize corporal punishment in disciplining their children, but 19 states still permit the use of corporal punishment in schools. Teachers are legally bound to report suspected maltreatment, yet their school may engage in a discipline practice which they may consider abuse. This potential…
Descriptors: Punishment, Preservice Teachers, Student Attitudes, Socioeconomic Status
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Toyokawa, Teru; McLoyd, Vonnie C. – Journal of Career Development, 2013
This study examined African American mothers' work socialization messages in relation to adolescents' work-related values. Moderation effects of mother-adolescent relation quality on the linkage between maternal socialization messages and adolescents' outcomes were also examined. Participants were 245 single African American mothers and their…
Descriptors: Adolescents, African Americans, Anglo Americans, Socialization
Barr, Krispin Wagoner – ProQuest LLC, 2013
Collegiate secret societies, as distinguished from Greek-letter fraternal organizations, enjoyed prominence within many American campus communities from the early nineteenth century through the mid-twentieth century (Baird, 1879; Hitchcock, 1863; Slosson, 1910; Veysey, 1965). The establishment of these elite groups preceded the maturation of…
Descriptors: Educational History, Student Organizations, Extracurricular Activities, Universities
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Nagel, Paul; Lee, Dayna Bowker – Social Education, 2009
What is "Creole"? The textbook answer is that the word derives from the Portuguese "crioulo" or Spanish "criollo," from the verb "to create." The term developed out of the colonial experience, and was used as a way to identify those people and things born in the New World from Old World stock. Hence, second generation French or Spanish colonial…
Descriptors: United States History, Race, Creoles, Form Classes (Languages)
Coffield, Claudia Ditmar – ProQuest LLC, 2012
This dissertation focuses on the educational aspirations and expectations of a heterogeneous group of women who were enrolled in, or had graduated from, adult education and literacy programs in Boston, Massachusetts. The research questions guiding the inquiry are: (1) Why do educationally disadvantaged women value education--how are these values…
Descriptors: Feminism, Ethnicity, Race, Social Class