Showing 1 – 8 of 8 results.
Curated
Education and Citizenship in East Africa, 1966-1967: Tanzania Sample (ICPSR 4073)
Released/updated on: 2006-01-18
Geographic coverage: Africa, Tanzania, Global
Time period: 1966-01-01--1967-12-31
This study contains survey data from samples of primary and secondary school students in Tanzania in 1966 and 1967. The study focused on respondents' feelings toward the teacher and the educational system, trust in others, attitudes toward the political system, and conception of the relationship between the educational system and the economic and political systems. Several questions attempted to assess whether the students believed that an education would help them in the future with respect to employment, influencing the government, and being a good citizen. Background data such as age, race, religion, and education of parents were also collected.
Curated
Family Life and Sexual Learning, 1976 (ICPSR 7755)
Released/updated on: 2010-07-28
Geographic coverage: United States, Ohio, Cleveland
Time period: 1976-01-01--1976-12-31
This dataset contains data from a 1976 survey of 1,484 parents of 3- to 11-year-old children living in Cleveland and Cuyahoga County, Ohio. The purpose of the study was to explore in parents and their pre-adolescent children the process of learning about sexuality and the pattern of utilization of community resources regarding sexuality in the Cleveland, Ohio area (Cuyahoga County). Parents of pre-adolescents are the unit of analysis because they were seen as both the primary source of and the best reporters of their children's sexual learning. It was also seen as politically and socially impossible to conduct this research on the children directly. Where possible, both parents in two-parent families were interviewed. The intended use of the study was to influence the design and development of new policies and programs regarding sexuality in the Cleveland area. The collection contains data covering sexual topics in six general areas: (1) psychological aspects, (2) sexual functions, (3) relationships, (4) values, (5) media issues, and (6) sex roles. Specific sexual topics include: anatomy, reproduction, menstruation, masturbation, wet dreams, intercourse, homosexuality, sex play, marriage, parenting, divorce, displays of affection, love, fidelity, virginity, pre-marital sex, nudity, pornography, venereal disease, abortion, contraception, cross-sex behavior, sex segregation, and role expectations. The collection also contains data in eight main areas of learning and communication: (1) parents' experience with sexual learning and communication in the family, (2) parents' own sexual experience and attitudes, (3) parents' perceptions of their child's sexual learning and experience, (4) parents' expectations, desires, and attitudes about their child's sexual learning and behavior, (5) sex role attitudes and behavior of parents and children, (6) need for assistance and utilization of resources for sexual learning and communication, (7) parents and family demographics, and (8) possible sources of bias.
Curated
Gansu Poverty and Education Project, Wave 1, 2000 (ICPSR 28661)
Released/updated on: 2012-03-08
Geographic coverage: China (Peoples Republic)
Time period: 2000-01-01--2000-12-31
China's dramatic economic and educational changes over the past 20 years have stimulated concerns about the education of children in rural areas. Recent empirical studies give evidence of growing disparities in educational opportunities between urban and rural areas and socio-economic and geographic inequities in basic-level educational participation within rural areas. These studies also point to a persisting gender gap in enrollment and to the disproportionate impact of poverty on girls' educational participation (Hannum 1998b; Zhang 1998). This study focused on the influence of poverty on the schooling of 11 to 14 year-old children in rural Gansu, an interior province in Northwest China characterized by high rates of rural poverty and a substantial dropout problem. Substantively, this study was innovative in adopting an integrated approach: it focused on the community, family, and school contexts in which children are educated. Methodologically, the study combined information on children's academic performance and school characteristics, with a household-based sample that allowed examination of the academic experiences of children who have left the education system as well as those who have persisted in it. Finally, the project was the baseline wave for the first large-scale, longitudinal study devoted to education and social inequality conducted in rural China. Results of this study contribute to an understanding of basic social stratification processes and provide insights for developing intervention strategies to improve educational access and effectiveness in rural China.
Wave 1 of this study (2000) has been archived and is available for download at ICPSR-DSDR. For information about Waves 2-4 (2004, 2007, 2009), please see the Gansu Survey of Children and Families Web site.
Curated
Partially restricted
Simple Crosstabs
Latino National Survey (LNS), 2006 (ICPSR 20862)
Released/updated on: 2013-06-05
Geographic coverage: North Carolina, United States, Fort Worth, Arkansas, Washington, San Diego, Atlanta, Colorado, Denver, Dallas, Arizona, Nevada, New York, District of Columbia, Seattle, San Antonio, Chicago, California, Florida, New Jersey, Miami, Iowa, Illinois, Texas, Los Angeles, Georgia, Houston
Time period: 2006-01-01--2006-12-31
The Latino National Survey (LNS) contains 8,634 completed interviews (unweighted) of self-identified Latino/Hispanic residents of the United States. Interviewing began on November 17, 2005, and continued through August 4, 2006. The survey instrument contained approximately 165 distinct items ranging from demographic descriptions to political attitudes and policy preferences, as well as a variety of social indicators and experiences. All interviewers were bilingual, English and Spanish. Respondents were greeted in both languages and were immediately offered the opportunity to interview in either language. Interviewers also provided a consent script that allowed respondents to opt out of the survey. Demographic variables include age, ancestry, birthplace, education level, ethnicity, marital status, military service, number of people in the household, number of children under the age of 18 living in the household, political party affiliation, political ideology, religiosity, religious preference, race, and sex.
Curated
Latino National Survey (LNS) Focus Group Data, 2006 (ICPSR 29601)
Released/updated on: 2015-08-19
Geographic coverage: North Carolina, United States, Fort Worth, Arkansas, Washington, San Diego, Atlanta, Colorado, Denver, Dallas, Arizona, Nevada, District of Columbia, Seattle, San Antonio, Chicago, California, Florida, New York (state), New Jersey, Miami, Iowa, Illinois, Texas, Los Angeles, Georgia, Houston
Time period: 2006-01-01--2006-12-31
The focus groups conducted by the research team for the project presented here offer precisely this convergence of both breadth and depth. The team used a common protocol to guide discussion in fifteen focus groups -- with more than 150 participants in nine cities across eight states -- that were designed to include Spanish and English-speaking respondents, in different regions of the country, with differing compositions by generation and country of origin. The number and range of the participants in these Latino focus groups are unique in the social science literature. This study presents the results of a unique data set, the results of fifteen focus groups conducted across the United States with Latino residents, including foreign-born -- both legal and undocumented immigrants and native-born. These data provide more range than allowed by the typical interview-based project and not only give key insights into Latino residents' thoughts about community, language, discrimination, ties to their countries of origin, and the like, but also provide some sense of participants' explanations of their reasoning and motivations, something not achievable through structured survey data alone.
Curated
Partially restricted
Simple Crosstabs
Latino National Survey (LNS)--New England, 2006 (ICPSR 24502)
Released/updated on: 2015-07-17
Geographic coverage: Rhode Island, United States, Massachusetts, Connecticut
Time period: 2006-01-01--2006-12-31
The Latino National Survey (LNS)--New England is the New England extension of the LATINO NATIONAL SURVEY (LNS), 2006 (ICPSR 20862), which was conducted in 2005-2006. The Latino National Survey (LNS)--New England contains 1,200 completed interviews (unweighted) of self-identified Latino/Hispanic residents of the United States. The questionnaire is the same as that used in the original LNS. Interviewing began on November 17, 2005, and continued through August 4, 2006. The survey instrument contained approximately 165 distinct items ranging from demographic descriptions to political attitudes and policy preferences, as well as a variety of social indicators and experiences. All interviewers were bilingual, English and Spanish. Respondents were greeted in both languages and were immediately offered the opportunity to interview in either language. Interviewers also provided a consent script that allowed respondents to opt out of the survey. Demographic variables include age, ancestry, birthplace, education level, ethnicity, marital status, military service, number of people in the household, number of children under the age of 18 living in the household, political party affiliation, political ideology, religiosity, religious preference, race, and sex.
Curated
Restricted
Texas Higher Education Opportunity Project (ICPSR 29841)
Released/updated on: 2011-06-02
Geographic coverage: United States, Texas
Time period: 2002-01-01--2002-12-31, 2010-01-01--2010-12-31
The research goals of the Baseline survey were to establish a panel of sophomore and senior high school students in the state of Texas that can be followed to examine the decision-making, knowledge and attitudes of students regarding post-high school life course decisions in light of the existence of the Top 10 legislation in Texas. The baseline survey was intended to establish benchmark measures. Follow-up surveys with a subsample of the students will be used to track the evolution of student decision-making about college attendance among those who attend college (full time or part time) immediately after high school graduation as well as those who decide to attend college one or more years after graduation. The Baseline survey objectives called for the collection of 33,000 to 35,000 completed interviews with sophomores and seniors in Texas public high schools using a sample survey design. A probability sample of 100 high schools was desired. Interviews were to be conducted in class using self-administered surveys. This would require district and high school cooperation with the survey effort. Analysis was desired at multiple levels of the education system -- students, schools and districts. Because of the multilevel nature of the analytic goals of the study, a census of sophomores and seniors was desired within the schools that were selected into the survey (to facilitate multilevel analyses). At the student level, analyses were desired separately by racial/ethnic subgroup: non-Hispanic Whites; African Americans; Asians and Hispanics. Moreover, analyses of likely college goers and non-college goers were desired. The Wave 2 Senior Study is the first follow-up with a subsample of baseline seniors. This phase tracks the evolution of student decision-making about college attendance among those who decide to attend college (full or part time) immediately after high school graduation, as well as those who decide to attend college one or more years after graduation. The survey also covers post high school activities including military enlistment, employment, civic activities, high school experiences, life events, self-esteem, and current living status. The following demographic subgroups will be used for comparative analyses: Non-Hispanic Whites, African Americans, Hispanics, and Asians. Additionally, separate analyses are desired for students attending college or technical school and students not attending college one year after attending high school. The Sophomore Wave 2 "Stayer Leaver" Survey is the first follow-up with a subsample of baseline sophomores. Most of the respondents were in their senior year of high school at the time of the interview. The focus of the survey is on the student's activities during the senior year and their plans after high school. An important component of this study was to partition the sophomore cohort into Stayers and Leavers. Stayers represent those students who have attended the same high school from the baseline survey in 2002 to the Wave 2 survey in 2004. Analysis of students who stayed at the same high school will determine whether students' knowledge of the Top 10 Percent law increased and whether they changed their college aspirations as they progressed through school. Leavers are those students that have changed schools or dropped out (and did not return to the same high school) between the baseline survey and the Wave 2 survey. Analysis of the leaver students will determine whether, how many, and which students deliberately changed schools in order to qualify for the benefits of the Top 10 Percent law. Students that had dropped out of school, regardless of whether they returned to school or not, were asked a series of questions that explored reasons for dropping out and activities during their time away from school. Students that dropped out, but then returned to the same high school are defined as Stayers. Those that dropped out and did not return to school, or attended a different school, are defined as Leavers. The Senior Wave 3 survey is the second follow-up interview with the subsample of 8,345 baseline seniors. The Wave 3 survey sought to determine students' educational pursuits and levels of attainment, and other life choices, four years after high school graduation. For students following a four-year path through college or university, graduation would occur in 2006, but a special strength of Wave 3 is its ability to identify delayed college entry; transfers among post-secondary institutions, including transfers to and from community colleges; withdrawal from college; and variation in school-to-work trajectories for students according to class rank. The THEOP administrative data consists of college applications and enrollee college transcripts obtained from nine Texas universities--seven public and two private institutions. For the public institutions, freshman Application Data spans several years prior to the implementation of the Texas Top 10 Percent law in 1998, and extends until at least 2002. Application Data for the two private institutions is available only for the period after implementation of the automatic admission law.
Curated
Partially restricted
Simple Crosstabs
University of Washington - Beyond High School (UW-BHS) (ICPSR 33321)
Released/updated on: 2016-02-15
Geographic coverage: United States, Washington
Time period: 2000-01-01--2010-12-31
The University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.