Race and Gender Differences in Two Sanctioning Strategies for Juvenile Offenders

Research suggests that decision-makers often use demographic characteristics for the purpose of influencing the sanctioning strategy allocated. The research study examines the extent to which the sanctioning strategies allocated are influenced by race and gender. The research is based on data gathered from Jefferson Parish Juvenile Services Department of Probation used to examine how race and gender influence juvenile sanctioning strategy allocation. The results from the discriminant analysis offers support for the argument that due to stereotypical perceptions on the part of decision makers, members of minority groups, in particular females may receive differential treatment than their white male counterparts. Implications of the results, as well as suggestions for future research are discussed

Race and Gender Differences in Two Sanctioning Strategies for Juvenile Offenders

Research suggests that decision-makers often use demographic characteristics for the purpose of influencing the sanctioning strategy allocated. The research study examines the extent to which the sanctioning strategies allocated are influenced by race and gender. The research is based on data gathered from Jefferson Parish Juvenile Services Department of Probation used to examine how race and gender influence juvenile sanctioning strategy allocation. The results from the discriminant analysis offers support for the argument that due to stereotypical perceptions on the part of decision makers, members of minority groups, in particular females may receive differential treatment than their white male counterparts. Implications of the results, as well as suggestions for future research are discussed

A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education

The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided

A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education

The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided

Hoʻomoe wai kāhi ke kāoʻo : creating a space & place for Mākuahine in the university

M.A. University of Hawaii at Manoa 2013.Includes bibliographical references.As a Mākuahine Scholar, this project is very personal and dear to me. I too will share my own experiences. I am dedicated to outlining genuine challenges and producing positive amendments to UHM. One may question whether or not this actually makes me biased to my research. However, due to my personal connection to this project, no one else would want a more genuine report. As an insider, I can connect with participants on a level that other researchers would not be able to and am able to more deeply understand the experiences of Mākuahine Scholars at UHM. I realize that my interview questions may influence results from interviews, so I asked each of the mothers to contribute their own questions and topics for discussion. I have also included the questions and answers from each interview to allow readers the opportunity to decipher the data themselves. I hope to generate an understanding and clear perspective on these issues. More importantly, I hope to encourage my readers to think outside of the structure that has been replicated for generations and to finally address and support a group of students whose presence is beneficial to all of UH. This project will begin with Mākuahine Scholars and end with a rejuvenation of the entire University. This paper articulates methods for equal opportunities for Mākuahine Scholars in the university. The first half of the paper's title, "Hoʻomoe Wai Kāhi Ke Kāoʻo" is a ʻōlelo noʻeau that is translated as "let all travel together like water flowing in one direction" (Pukui 118). It calls for unity and acceptance of Mākuahine at UHM so that we may all move forward together towards our goals. This paper will start with an explanation for the target group (Mākuahine Scholars) and end having provided benefits for the entire university. The information gathered is written for Mākuahine Scholars at UHM however, it seeks to be a guide or map for all women and universities

The True Beneficiaries of the Hawaiian Homelands

As homelessness and rates of emigration from Hawai?i amongst native Hawaiians escalate due to lack of affordable land and housing, it’s important to question the system formulated to provide land for native Hawaiians. The 1921 Hawaiian Homes Commission Act reserved approximately 200,000 acres for “rehabilitation of the Hawaiian race” by providing native Hawaiians with residential, agricultural and pastoral lands. The Hawaiian Homes Commission Act requires all Hawaiian Homeland applicants to be native Hawaiian, or “any descendant of not less than one-half part of the blood of the races inhabiting the Hawaiian Islands previous to 1778.” However 88 years later, there are approximately 39,000 native Hawaiians on the Hawaiian Homelands wait list while over 69,149 acres were leased to non-beneficiaries in 2007. Does general leasing of Hawaiian Homelands compromise prospective Hawaiian homeland awards? This paper examines the Hawaiian Homes program from the fundamentals of its creation to its management and implementation since the enactment of the HHCA in 1921 until present. The study analyzes a sample of general leases on each island and identifies the non-beneficiaries who occupy them and the terms they acquired their land on, as opposed to their actual current market value. Results show that the majority of these non-beneficiary leases are not generating sufficient revenue for the program, but are a continuation of the state's colonialist policies that award Hawaiian homelands to businesses instead of K?naka Maoli

The emergence of drama dedicated to modern children during the interwar period

Cette étude sur l’histoire du théâtre pour enfants débute à partir de la période médiévale pour s’achever à la fin de l’année 1939 avec un focus particulier réalisé dans l’entre-deux-guerres. Il s'agit d'étudier la façon dont se crée un théâtre moderne pour enfants en évoquant des racines anciennes. Dans les années 1919 à 1939 un basculement fondamental s’opère dans le champ théâtral enfantin français avec des tentatives qui réclament la présence exclusive dans leurs divertissements de comédiens adultes sur scène. La tendance dans ce genre artistique qui jusqu’alors consiste à produire des spectacles avec des enfants-acteurs seuls ou mêlés à d’autres comédiens âgés se trouve révolutionnée. Deux formes se distinguent dans cet intervalle : une première de type « commerciale » et une autre qui se revendique « d’art ». Deux théâtres synthétisent ces pratiques : le Théâtre du Petit Monde (1919) de Pierre Humble et le Théâtre de l’Oncle Sébastien (1935) de Léon Chancerel. Les nouvelles expériences de théâtre pour l’enfance et la jeunesse entreprises entre les deux conflits mondiaux ne sont pas apparues par hasard, elles sont le fruit d’un long cheminement de la société́ plus prompte à accueillir désormais ces offres contemporaines. La IIIe République procure un contexte favorable en raison notamment d’un intérêt avéré en direction de la jeunesse. Ce pan de la population représente un enjeu de taille pour consolider ou renouveler les idéologies religieuses ou républicaines sources de maintes rivalités. La culture, l’éducation et les loisirs témoignent de cette mutation à cet instant précis.That study about the history of drama for children makes its debuts during the medieval time and finishes at the end of the year 1939, with a specific emphasis during the interwar time. It is about studying the processus of creation of a modern drama dedicated to children while referring to old roots. In the years 1919 to 1939, a fondamental shit occurs in the field of French drama for children, with several attempts using exclusively adults actors on stage. The tendency in this artistic field, which up to that point consists in creating spectacles with children actors alone or combined with other older actors, is revolutionized. During this interval, we can distinguish two different forms of drama : the first one is more popular, and the other claims to be « a work of art ». Two theatres summarize those tendencies : « Le Théâtre du Petit Monde » (1919) of Pierre Humble, and « le Théâtre de l’Oncle Sébastien » (1935) of Léon Chancerel. The new experiments in the drama field for children and youth made between the two world wars, are not the result of a mere coincidence. They are the result of a long development of the society, more inclined now to attend to those modern plays. The third Republic brings a favorable environment, especially with its growing interest towards youth. That part of the population represents an important stake to consolidate or renew the religious or republican ideologies, which are at the heart of many rivalries. Knowledge, education and leisure times are the proof of a shift in society at that precise time

En quoi les modalités de gestion d'un service public influencent-elles l'action publique mise en oeuvre ?: L'exemple du changement de mode de gestion de l'eau potable sur le bassin rennais

En 2012, à l’approche de l’échéance des contrats de délégation de service public de gestion de l’eau potable sur Rennes, un débat a été ouvert sur l’opportunité de changer de mode de gestion. Trois scénarios ont été étudiés : la poursuite de la délégation de service public à une entreprise privée, la création d’une régie et la création d’une société publique locale (SPL). C’est cette dernière option qui a été validée par les élus en charge de l’eau. En avril 2015, la SPL Eau du Bassin Rennais a ainsi repris l’exploitation du service d’eau potable sur Rennes, après plus de 130 ans de gestion assurée par la Compagnie Générale des Eaux devenue Veolia. En quoi le changement de mode de gestion a-t-il modifié la gestion du service de l’eaupotable sur le bassin rennais ? Et, de manière plus générale, en quoi les modalité de gestion d'un service public influencent-elles l'action publique mise en oeuvre