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You searched for +publisher:"University of Louisville" +contributor:("Cuyjet, Michael"). Showing records 1 – 14 of 14 total matches.

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University of Louisville

1. Smith, Natesha L. Complexities of culture : understanding the identity of female veterans transitioning from military to college.

Degree: PhD, Department of Educational and Counseling Psychology, 2012, University of Louisville

 Through an exploration of identity and enculturation experiences, this narrative inquiry dissertation investigated how female veteran students make meaning of their experiences and renegotiate their… (more)

Subjects/Keywords: Female veterans; Engagement; Identity; Narrative inquiry

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APA (6th Edition):

Smith, N. L. (2012). Complexities of culture : understanding the identity of female veterans transitioning from military to college. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353

Chicago Manual of Style (16th Edition):

Smith, Natesha L. “Complexities of culture : understanding the identity of female veterans transitioning from military to college.” 2012. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353.

MLA Handbook (7th Edition):

Smith, Natesha L. “Complexities of culture : understanding the identity of female veterans transitioning from military to college.” 2012. Web. 19 Feb 2019.

Vancouver:

Smith NL. Complexities of culture : understanding the identity of female veterans transitioning from military to college. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Feb 19]. Available from: 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353.

Council of Science Editors:

Smith NL. Complexities of culture : understanding the identity of female veterans transitioning from military to college. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1353 ; https://ir.library.louisville.edu/etd/1353


University of Louisville

2. Taylor, Angela Brown. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 The persistence and attrition of second year college students is a growing concern of colleges and universities as second year college students face some of… (more)

Subjects/Keywords: Second year; College students; First generation; Private college; Experiences; Attrition

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APA (6th Edition):

Taylor, A. B. (2012). Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420

Chicago Manual of Style (16th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

MLA Handbook (7th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Web. 19 Feb 2019.

Vancouver:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Feb 19]. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

Council of Science Editors:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420


University of Louisville

3. Johnson, Jonathan Lee. The social construction of ethnicity and masculinity of African American college men.

Degree: PhD, Department of Educational and Counseling Psychology, 2013, University of Louisville

 The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles… (more)

Subjects/Keywords: African American men; College men; Masculinity; Ethnicity; Men's studies; Higher education

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APA (6th Edition):

Johnson, J. L. (2013). The social construction of ethnicity and masculinity of African American college men. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702

Chicago Manual of Style (16th Edition):

Johnson, Jonathan Lee. “The social construction of ethnicity and masculinity of African American college men.” 2013. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702.

MLA Handbook (7th Edition):

Johnson, Jonathan Lee. “The social construction of ethnicity and masculinity of African American college men.” 2013. Web. 19 Feb 2019.

Vancouver:

Johnson JL. The social construction of ethnicity and masculinity of African American college men. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Feb 19]. Available from: 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702.

Council of Science Editors:

Johnson JL. The social construction of ethnicity and masculinity of African American college men. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702


University of Louisville

4. Combs, Brian S. Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky.

Degree: PhD, Department of Educational and Counseling Psychology, 2009, University of Louisville

 Students entering college for the first time are embarking on a life-changing journey like none they have experienced. The potential impact the college experience will… (more)

Subjects/Keywords: Spirituality; Identity; Freshmen; Beliefs; Values; Kentucky; College students

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APA (6th Edition):

Combs, B. S. (2009). Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/268 ; https://ir.library.louisville.edu/etd/268

Chicago Manual of Style (16th Edition):

Combs, Brian S. “Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky.” 2009. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/268 ; https://ir.library.louisville.edu/etd/268.

MLA Handbook (7th Edition):

Combs, Brian S. “Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky.” 2009. Web. 19 Feb 2019.

Vancouver:

Combs BS. Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Feb 19]. Available from: 10.18297/etd/268 ; https://ir.library.louisville.edu/etd/268.

Council of Science Editors:

Combs BS. Comparative study of freshmen college student beliefs and values between representative private and public institutions of higher education in Kentucky. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/268 ; https://ir.library.louisville.edu/etd/268


University of Louisville

5. Schum, Jennifer A. Entry-level student affairs administrators' attitudes toward mental illness in college students.

Degree: PhD, Department of Educational and Counseling Psychology, 2011, University of Louisville

 Calls for universities to better serve college students with mental illness have been growing. While a considerable literature base supports Corrigan's (2004) Social Cognitive Model… (more)

Subjects/Keywords: Mental illness; Stigma; College students; Attitudes; Student affairs; Administrators

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APA (6th Edition):

Schum, J. A. (2011). Entry-level student affairs administrators' attitudes toward mental illness in college students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1284 ; https://ir.library.louisville.edu/etd/1284

Chicago Manual of Style (16th Edition):

Schum, Jennifer A. “Entry-level student affairs administrators' attitudes toward mental illness in college students.” 2011. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/1284 ; https://ir.library.louisville.edu/etd/1284.

MLA Handbook (7th Edition):

Schum, Jennifer A. “Entry-level student affairs administrators' attitudes toward mental illness in college students.” 2011. Web. 19 Feb 2019.

Vancouver:

Schum JA. Entry-level student affairs administrators' attitudes toward mental illness in college students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Feb 19]. Available from: 10.18297/etd/1284 ; https://ir.library.louisville.edu/etd/1284.

Council of Science Editors:

Schum JA. Entry-level student affairs administrators' attitudes toward mental illness in college students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1284 ; https://ir.library.louisville.edu/etd/1284


University of Louisville

6. Scobie, Nora Allen, 1967-. The second year itch: an examination of pre-entry factors that contribute to second-year college persistence.

Degree: PhD, College of Education and Human Development, 2010, University of Louisville

 The persistence of second-year college students is gaining attention nationally. Vast resources have been dedicated to the retention of first-year students only to lose them… (more)

Subjects/Keywords: Second-year students; Attrition; Sophomores; Persistence; Retention

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APA (6th Edition):

Scobie, Nora Allen, 1. (2010). The second year itch: an examination of pre-entry factors that contribute to second-year college persistence. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1287 ; https://ir.library.louisville.edu/etd/1287

Chicago Manual of Style (16th Edition):

Scobie, Nora Allen, 1967-. “The second year itch: an examination of pre-entry factors that contribute to second-year college persistence.” 2010. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/1287 ; https://ir.library.louisville.edu/etd/1287.

MLA Handbook (7th Edition):

Scobie, Nora Allen, 1967-. “The second year itch: an examination of pre-entry factors that contribute to second-year college persistence.” 2010. Web. 19 Feb 2019.

Vancouver:

Scobie, Nora Allen 1. The second year itch: an examination of pre-entry factors that contribute to second-year college persistence. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Feb 19]. Available from: 10.18297/etd/1287 ; https://ir.library.louisville.edu/etd/1287.

Council of Science Editors:

Scobie, Nora Allen 1. The second year itch: an examination of pre-entry factors that contribute to second-year college persistence. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1287 ; https://ir.library.louisville.edu/etd/1287


University of Louisville

7. Gamm, Christian A. Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.

Degree: PhD, Department of Educational and Counseling Psychology, 2011, University of Louisville

 The study examined the relationship between African American student engagement and student background variables through the context of institution type. The study focused on the… (more)

Subjects/Keywords: Engagement; Success; Higher education; African American students; Historically black colleges & universities; Persistence

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APA (6th Edition):

Gamm, C. A. (2011). Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476

Chicago Manual of Style (16th Edition):

Gamm, Christian A. “Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.” 2011. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476.

MLA Handbook (7th Edition):

Gamm, Christian A. “Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.” 2011. Web. 19 Feb 2019.

Vancouver:

Gamm CA. Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Feb 19]. Available from: 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476.

Council of Science Editors:

Gamm CA. Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476

8. Lafferty, Kaye, 1964-. The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.

Degree: PhD, Department of Educational and Counseling Psychology, Counseling, and College Student Personnel, 2015, University of Louisville

  Student attrition has been a focus of college administrators for many years and will remain a critical concern for higher education (Bean, 1985; Tinto,… (more)

Subjects/Keywords: Student Counseling and Personnel Services

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APA (6th Edition):

Lafferty, Kaye, 1. (2015). The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2085 ; https://ir.library.louisville.edu/etd/2085

Chicago Manual of Style (16th Edition):

Lafferty, Kaye, 1964-. “The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2085 ; https://ir.library.louisville.edu/etd/2085.

MLA Handbook (7th Edition):

Lafferty, Kaye, 1964-. “The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.” 2015. Web. 19 Feb 2019.

Vancouver:

Lafferty, Kaye 1. The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 19]. Available from: 10.18297/etd/2085 ; https://ir.library.louisville.edu/etd/2085.

Council of Science Editors:

Lafferty, Kaye 1. The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2085 ; https://ir.library.louisville.edu/etd/2085


University of Louisville

9. Druery, Jarrod Elliott. Fostering sense of belonging : a multi-case study of black male retention initiatives.

Degree: PhD, 2018, University of Louisville

  The retention and graduation rates of Black male collegians continues to be a work in progress for colleges and universities in the U.S. Researchers… (more)

Subjects/Keywords: black male collegians; success; engagement; persistence; BMI programs; case study; Higher Education

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APA (6th Edition):

Druery, J. E. (2018). Fostering sense of belonging : a multi-case study of black male retention initiatives. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2934 ; https://ir.library.louisville.edu/etd/2934

Chicago Manual of Style (16th Edition):

Druery, Jarrod Elliott. “Fostering sense of belonging : a multi-case study of black male retention initiatives.” 2018. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2934 ; https://ir.library.louisville.edu/etd/2934.

MLA Handbook (7th Edition):

Druery, Jarrod Elliott. “Fostering sense of belonging : a multi-case study of black male retention initiatives.” 2018. Web. 19 Feb 2019.

Vancouver:

Druery JE. Fostering sense of belonging : a multi-case study of black male retention initiatives. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Feb 19]. Available from: 10.18297/etd/2934 ; https://ir.library.louisville.edu/etd/2934.

Council of Science Editors:

Druery JE. Fostering sense of belonging : a multi-case study of black male retention initiatives. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2934 ; https://ir.library.louisville.edu/etd/2934


University of Louisville

10. Staten, Shannon Deaton. Relationship between living environment and first-year student academic achievement and persistence.

Degree: PhD, 2016, University of Louisville

  Student apartments that are privately owned and managed on the edge of higher education campuses have become a new paradigm in campus housing. Campus… (more)

Subjects/Keywords: student housing; persistence; academic achievement; first-year student; Education; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Staten, S. D. (2016). Relationship between living environment and first-year student academic achievement and persistence. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2612 ; https://ir.library.louisville.edu/etd/2612

Chicago Manual of Style (16th Edition):

Staten, Shannon Deaton. “Relationship between living environment and first-year student academic achievement and persistence.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2612 ; https://ir.library.louisville.edu/etd/2612.

MLA Handbook (7th Edition):

Staten, Shannon Deaton. “Relationship between living environment and first-year student academic achievement and persistence.” 2016. Web. 19 Feb 2019.

Vancouver:

Staten SD. Relationship between living environment and first-year student academic achievement and persistence. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 19]. Available from: 10.18297/etd/2612 ; https://ir.library.louisville.edu/etd/2612.

Council of Science Editors:

Staten SD. Relationship between living environment and first-year student academic achievement and persistence. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2612 ; https://ir.library.louisville.edu/etd/2612

11. Duncan, Angela Denise. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.

Degree: PhD, Department of Educational and Counseling Psychology, 2013, University of Louisville

 Despite a long struggle to gain access, African Americans have always highly valued education. Historically Black colleges and universities (HBCU) were established specifically to educate… (more)

Subjects/Keywords: College choice; African American family; African American women; Black students; PWI and HBCU; High-achieving students

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APA (6th Edition):

Duncan, A. D. (2013). Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

Chicago Manual of Style (16th Edition):

Duncan, Angela Denise. “Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.” 2013. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384.

MLA Handbook (7th Edition):

Duncan, Angela Denise. “Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.” 2013. Web. 19 Feb 2019.

Vancouver:

Duncan AD. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Feb 19]. Available from: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384.

Council of Science Editors:

Duncan AD. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

12. Harewood Cox, Joy A. Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.

Degree: PhD, Department of Educational and Counseling Psychology, Counseling, and College Student Personnel, 2015, University of Louisville

  The study explored the relationships between student attributes and institutional experiences associated with re-enrollment status in first-year Caribbean students enrolled in science, technology, engineering,… (more)

Subjects/Keywords: Counseling

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APA (6th Edition):

Harewood Cox, J. A. (2015). Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2087 ; https://ir.library.louisville.edu/etd/2087

Chicago Manual of Style (16th Edition):

Harewood Cox, Joy A. “Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.” 2015. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2087 ; https://ir.library.louisville.edu/etd/2087.

MLA Handbook (7th Edition):

Harewood Cox, Joy A. “Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.” 2015. Web. 19 Feb 2019.

Vancouver:

Harewood Cox JA. Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies. [Internet] [Doctoral dissertation]. University of Louisville; 2015. [cited 2019 Feb 19]. Available from: 10.18297/etd/2087 ; https://ir.library.louisville.edu/etd/2087.

Council of Science Editors:

Harewood Cox JA. Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies. [Doctoral Dissertation]. University of Louisville; 2015. Available from: 10.18297/etd/2087 ; https://ir.library.louisville.edu/etd/2087


University of Louisville

13. Longwell-Grice, Robert Michael, 1955-. Working class and working college : a case study of first generation, working class, first year, white male college students.

Degree: EdD, Department of Educational and Counseling Psychology, 2002, University of Louisville

 This dissertation is a case study involving four, first generation, working class, college students. The dissertation study chronicled the experiences of these students during their… (more)

Subjects/Keywords: Social sciences; Education; Working class; First-generation; College students; White students; Men

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APA (6th Edition):

Longwell-Grice, Robert Michael, 1. (2002). Working class and working college : a case study of first generation, working class, first year, white male college students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/854 ; https://ir.library.louisville.edu/etd/854

Chicago Manual of Style (16th Edition):

Longwell-Grice, Robert Michael, 1955-. “Working class and working college : a case study of first generation, working class, first year, white male college students.” 2002. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/854 ; https://ir.library.louisville.edu/etd/854.

MLA Handbook (7th Edition):

Longwell-Grice, Robert Michael, 1955-. “Working class and working college : a case study of first generation, working class, first year, white male college students.” 2002. Web. 19 Feb 2019.

Vancouver:

Longwell-Grice, Robert Michael 1. Working class and working college : a case study of first generation, working class, first year, white male college students. [Internet] [Doctoral dissertation]. University of Louisville; 2002. [cited 2019 Feb 19]. Available from: 10.18297/etd/854 ; https://ir.library.louisville.edu/etd/854.

Council of Science Editors:

Longwell-Grice, Robert Michael 1. Working class and working college : a case study of first generation, working class, first year, white male college students. [Doctoral Dissertation]. University of Louisville; 2002. Available from: 10.18297/etd/854 ; https://ir.library.louisville.edu/etd/854


University of Louisville

14. Pendleton, Kathy J., 1949-. Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions.

Degree: PhD, Department of Educational and Counseling Psychology, 2007, University of Louisville

 Using Schlossberg's transition theory as the conceptual framework, this case study explored and identified the coping strategies used by seven welfare recipients attending postsecondary institutions.… (more)

Subjects/Keywords: Schlossberg; Nancy K.; Welfare recipients; Coping; Transition theory; Welfare reform; Postsecondary institutions

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APA (6th Edition):

Pendleton, Kathy J., 1. (2007). Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1110 ; https://ir.library.louisville.edu/etd/1110

Chicago Manual of Style (16th Edition):

Pendleton, Kathy J., 1949-. “Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions.” 2007. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/1110 ; https://ir.library.louisville.edu/etd/1110.

MLA Handbook (7th Edition):

Pendleton, Kathy J., 1949-. “Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions.” 2007. Web. 19 Feb 2019.

Vancouver:

Pendleton, Kathy J. 1. Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions. [Internet] [Doctoral dissertation]. University of Louisville; 2007. [cited 2019 Feb 19]. Available from: 10.18297/etd/1110 ; https://ir.library.louisville.edu/etd/1110.

Council of Science Editors:

Pendleton, Kathy J. 1. Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions. [Doctoral Dissertation]. University of Louisville; 2007. Available from: 10.18297/etd/1110 ; https://ir.library.louisville.edu/etd/1110

.