The purpose of this systematic grounded theory study was to extend the theoretical foundations of selfdetermination theory (Deci & Ryan, 1985), Tinto's (1993 integration model of graduate persistence, and the framework of resilience (Cefai, 2004;Luthar, Cicchetti, & Becker, 2000) to generate a theoretical model explaining how doctoral candidates from backgrounds of poverty persist through to successful admittance to doctoral candidacy. The proposed theoretical model provides an account for the relationship among significant losses in childhood that are subsequently transformed into positive attributes that motivated participants' pursuit and persistence in a doctoral program. This study produced two new constructs contributing to the empirical and theoretical literature addressing persistence: familial integration and altruistic motivation. With high attrition rates across disciplines, this study makes an important contribution to the theoretical and empirical literature addressing doctoral persistence. Further, understanding the unique phenomena of familial integration and altruistic motivation assists universities in identifying marketing strategies and support services for the population under study.
School resource officers (SROs) play a critical role in establishing a safe learning environment for students across the nation. Although there are several studies related to SROs' perceptions regarding their roles and responsibilities, a thorough literature review found no studies that looked specifically at the relationship of SROs' gender to their perceptions. This study involved 53 SROs across three municipalities along the East Coast. Among several findings, one is that while the officers seem satisfied overall with their duties, gender does seem to have a relationship with the amount of time that they spend participating in these duties and in their satisfaction related to them. Recommendations to school superintendents and principals include recognizing the potential advantage of selecting female SROs to serve on their campuses and establishing districtwide policies to annually assess the level of job satisfaction among SROs assigned to schools.
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