In this study, the attempt is made to isolate the factors that make individuals from disadvantaged backgrounds become successful. From data collected in interviews, the study concludes that "successful" and "unsuccessful" subjects differ in their memory of school life, self-esteem, loyalty to family, etc. The findings are summarized separately for…

The activities and experiences suggested in this guideline are organized into units of work, or topics, which are sequences designed to last for some weeks. The units are intended to add to the secondary school program certain fields of instruction that are important to the development of today's students. The guide is in three sections. The…

Three case studies are used to illustrate how adolescent male-female relationships in a psychiatric hospital setting can effect growth in the developmental tasks of separation-individuation, identity formation, and preparation for successful adult relationships. (Author/JW)

To test a facilitative-constraint model, data about marijuana use was collected from 4,859 high school students in 2 rural southern Georgia counties. The model was useful for predicting frequency of use and classifying students as users, experimenters, and nonusers. Access to drugs and identification with drug-oriented groups were strong…

The purposes of this study were to examine whether ethnic differences in college students' self-construals exist and whether these self-construals are associated with preferences for different types of classroom organization; and also to test the validity of self-construal theory to explain psychological differences. Self-reports were collected…

Using King and Kitchener's model of reflective judgment as a framework, I inquired and examined critical reflective thinking skills of myself and my pre-service and in-service teachers in the process of developing a multicultural autobiographical curriculum in 4 years. I explored, in a narrative inquiry mode, my historical cross-cultural self and…

Despite competition from celebrities, athletes, and musicians, children still regard parents as their primary heroes. This book suggests how parents can realize their potential as role models and deal with the influence of other role models. Chapter 1, "Understand Who Your Child's #1 Hero and Role Model Is," considers the concept of hero…

Over half of all American Indian people living in the United States now live in urban areas, but few books and little research have addressed urban Indian themes. This book compiles research, scholarly writing, poetry, prose, and artwork concerned with the Native urban experience. Of specific educational interest are chapters on the role of…

Adult educators can use historical, cultural, and theoretical queer knowledges to build an alternative pedagogy focused on three themes. The first is engaging queer history and queer studies to transgress adult educational space. They can be used to construct and affirm a transgressive notion of queer as normal that counters a historical notion of…

A study investigated (1) the everyday lives of Latino immigrant students at a large urban high school in the Southwest and (2) the educational program in place for this population. Subjects were 70 Latino students designated as limited-English-proficient (LEP) and placed in the freshman core English-as-a-Second-Language (ESL) program in their…

The paper defines and discusses various social learning theories. Central to most theories of how an individual acquires socially acceptable behaviors are the processes of imitation, or observational learning, and identification, or modeling. The effectiveness of each process is noted. (SB)

Considers some of the specific problems and possibilities inherent in the combination of adult education and religious education. Warns of the dangers of assuming a shared knowledge base among adults. Identifies three components of religious education as knowledge, authenticity, and meaning. (MJP)

Maintains that exposing the historical roots of self, other, and cultural traditions is a prerequisite for any effort at interreligious education or any education that penetrates cultural boundaries. Discusses how this perspective can inform future planning and implementation of interreligious educational efforts. (MJP)

Outlines a series of components essential to the construction of an interfaith dialog as a transformative experience: (1) study and reflection with and in the presence of the other; (2) an ongoing reevaluation of self-understanding in light of new information; and (3) formal and informal sharing of truths. (MJP)

Analyzes the responses of 160 male and female undergraduates with either an androgynous, masculine, or feminine sex role orientation who judged the intimacy and commonness of masculine and feminine self-disclosures attributed to either men or women. Gender, but not sexual orientation, influenced ratings. (FMW)