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You searched for +publisher:"University of New Mexico" +contributor:("Allen, Ricky Lee"). Showing records 1 – 13 of 13 total matches.

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University of New Mexico

1. Perry, Chad. ¿De Dónde Eres?: The Construction of U.S. and Immigrant Culture and Identity in the ESL Adult Education Setting.

Degree: Department of Communication and Journalism, 2015, University of New Mexico

 In this study, I investigated how lessons and interactions in an ESL classroom setting construct U.S. and immigrant cultural identities through narratives and counter-narratives, and… (more)

Subjects/Keywords: Intercultural; Communication; Immigration; Adult Learning; Whiteness; Critical Race Theory; LatCrit Theory; American Dream ideology; Co-Cultural Theory; Racism

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APA (6th Edition):

Perry, C. (2015). ¿De Dónde Eres?: The Construction of U.S. and Immigrant Culture and Identity in the ESL Adult Education Setting. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/30409

Chicago Manual of Style (16th Edition):

Perry, Chad. “¿De Dónde Eres?: The Construction of U.S. and Immigrant Culture and Identity in the ESL Adult Education Setting.” 2015. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/30409.

MLA Handbook (7th Edition):

Perry, Chad. “¿De Dónde Eres?: The Construction of U.S. and Immigrant Culture and Identity in the ESL Adult Education Setting.” 2015. Web. 27 Jan 2021.

Vancouver:

Perry C. ¿De Dónde Eres?: The Construction of U.S. and Immigrant Culture and Identity in the ESL Adult Education Setting. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/30409.

Council of Science Editors:

Perry C. ¿De Dónde Eres?: The Construction of U.S. and Immigrant Culture and Identity in the ESL Adult Education Setting. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/30409


University of New Mexico

2. King, Kelly. JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

 The purpose of this study has been to apply the lens of Critical Race Theory (CRT) as a means for understanding how Japanese as second… (more)

Subjects/Keywords: Race discrimination  – Japan; Discrimination in education  – Japan; Japanese language  – Study and teaching  – Japan  – Foreign speakers; Middle school teachers  – Japan  – Attitudes; Education and state  – Japan

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APA (6th Edition):

King, K. (2013). JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22048

Chicago Manual of Style (16th Edition):

King, Kelly. “JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/22048.

MLA Handbook (7th Edition):

King, Kelly. “JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION.” 2013. Web. 27 Jan 2021.

Vancouver:

King K. JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/22048.

Council of Science Editors:

King K. JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22048


University of New Mexico

3. Montgomery, Michelle. Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices.

Degree: Language, Literacy, and Sociocultural Studies, 2011, University of New Mexico

 In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen,… (more)

Subjects/Keywords: Indians – Mixed descent – Social conditions; Indians of North America – Ethnic identity; Indian college students – United States – Social conditions; Indian college students – United States – Attitudes

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APA (6th Edition):

Montgomery, M. (2011). Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12098

Chicago Manual of Style (16th Edition):

Montgomery, Michelle. “Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices.” 2011. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/12098.

MLA Handbook (7th Edition):

Montgomery, Michelle. “Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices.” 2011. Web. 27 Jan 2021.

Vancouver:

Montgomery M. Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/12098.

Council of Science Editors:

Montgomery M. Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12098


University of New Mexico

4. Torigoe, Chie. Immigration Discourses in the U.S. and in Japan.

Degree: Department of Communication and Journalism, 2011, University of New Mexico

 The primary purpose of this study was to investigate how systems of racial inequality and dominance produced at macro-institutional level discourses are reproduced and/or challenged… (more)

Subjects/Keywords: immigration discourse; racism; U.S.; Japan; discursive psychology; positioning; racialized social system

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APA (6th Edition):

Torigoe, C. (2011). Immigration Discourses in the U.S. and in Japan. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13176

Chicago Manual of Style (16th Edition):

Torigoe, Chie. “Immigration Discourses in the U.S. and in Japan.” 2011. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/13176.

MLA Handbook (7th Edition):

Torigoe, Chie. “Immigration Discourses in the U.S. and in Japan.” 2011. Web. 27 Jan 2021.

Vancouver:

Torigoe C. Immigration Discourses in the U.S. and in Japan. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/13176.

Council of Science Editors:

Torigoe C. Immigration Discourses in the U.S. and in Japan. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13176


University of New Mexico

5. Putman, Angela. INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE.

Degree: Department of Communication and Journalism, 2014, University of New Mexico

 This dissertation is based on the design and implementation of a pilot seminar for college undergraduates on the topics of racism, intersectionality, and white privilege.… (more)

Subjects/Keywords: White Privilege; Whiteness; Intersectionality; Racism; Discourse; Pedagogy

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APA (6th Edition):

Putman, A. (2014). INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24337

Chicago Manual of Style (16th Edition):

Putman, Angela. “INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE.” 2014. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/24337.

MLA Handbook (7th Edition):

Putman, Angela. “INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE.” 2014. Web. 27 Jan 2021.

Vancouver:

Putman A. INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/24337.

Council of Science Editors:

Putman A. INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24337


University of New Mexico

6. Howard, Natasha. Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse.

Degree: Language, Literacy, and Sociocultural Studies, 2011, University of New Mexico

 This study examines the (re)production of anti-Black ideology in critical discourses on race. Though contemporary critical discourses on race have been concerned with theorizing about… (more)

Subjects/Keywords: Blacks – Race identity – United States; Race awareness – United States; Racism – United States; United States – Race relations

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APA (6th Edition):

Howard, N. (2011). Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12849

Chicago Manual of Style (16th Edition):

Howard, Natasha. “Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse.” 2011. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/12849.

MLA Handbook (7th Edition):

Howard, Natasha. “Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse.” 2011. Web. 27 Jan 2021.

Vancouver:

Howard N. Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/12849.

Council of Science Editors:

Howard N. Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12849


University of New Mexico

7. Padilla Vigil, Virginia. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

 Teacher perceptions about diversity and the achievement gap were examined. Participants were alternative teacher licensure candidates at the student teaching phase of their preparation program.… (more)

Subjects/Keywords: Teacher ideology; achievement gap; hegemony; hegemonic ideology; critical multiculturalism; whiteness-at-work; critical reflection; critical multicultural teacher education

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APA (6th Edition):

Padilla Vigil, V. (2013). Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23148

Chicago Manual of Style (16th Edition):

Padilla Vigil, Virginia. “Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/23148.

MLA Handbook (7th Edition):

Padilla Vigil, Virginia. “Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.” 2013. Web. 27 Jan 2021.

Vancouver:

Padilla Vigil V. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/23148.

Council of Science Editors:

Padilla Vigil V. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23148


University of New Mexico

8. Tsinnajinnie, Leola. Examining the Indigenous Relationship Between Education and the United States' Military from 2001-2009.

Degree: Language, Literacy, and Sociocultural Studies, 2012, University of New Mexico

 This phenomenological study examines the relationship between education and Native American participation in the military from 2001-2009. The study is based on both phenomenological and… (more)

Subjects/Keywords: United States – Armed Forces – Indians – Attitudes; Indian soldiers – United states – Attitudes; Indians of North America – Education (Higher); Veterans – Education – United States

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APA (6th Edition):

Tsinnajinnie, L. (2012). Examining the Indigenous Relationship Between Education and the United States' Military from 2001-2009. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/17510

Chicago Manual of Style (16th Edition):

Tsinnajinnie, Leola. “Examining the Indigenous Relationship Between Education and the United States' Military from 2001-2009.” 2012. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/17510.

MLA Handbook (7th Edition):

Tsinnajinnie, Leola. “Examining the Indigenous Relationship Between Education and the United States' Military from 2001-2009.” 2012. Web. 27 Jan 2021.

Vancouver:

Tsinnajinnie L. Examining the Indigenous Relationship Between Education and the United States' Military from 2001-2009. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/17510.

Council of Science Editors:

Tsinnajinnie L. Examining the Indigenous Relationship Between Education and the United States' Military from 2001-2009. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/17510


University of New Mexico

9. Werito, Vincent. The Racialization of Dine (Youth) in Education.

Degree: Language, Literacy, and Sociocultural Studies, 2011, University of New Mexico

 This critical qualitative research study examines the racialization of Din4 (Navajo) youth in education. The study is based on a critical theoretical framework that draws… (more)

Subjects/Keywords: Navajo Indians – Education – Social aspects; Navajo Indians – Education – Psychological aspects; Navajo language – Study and teaching – Social aspects; Indian college students – United States – Case studies; Navajo Indians – Education – Case studies; Racism in education – United States

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APA (6th Edition):

Werito, V. (2011). The Racialization of Dine (Youth) in Education. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12119

Chicago Manual of Style (16th Edition):

Werito, Vincent. “The Racialization of Dine (Youth) in Education.” 2011. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/12119.

MLA Handbook (7th Edition):

Werito, Vincent. “The Racialization of Dine (Youth) in Education.” 2011. Web. 27 Jan 2021.

Vancouver:

Werito V. The Racialization of Dine (Youth) in Education. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/12119.

Council of Science Editors:

Werito V. The Racialization of Dine (Youth) in Education. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12119


University of New Mexico

10. Olson, Evonne Denise. Why Blame Me? Interpreting Counselor Student Resistance to Racially Themed Course Content as Complicity with White Racial Hegemony.

Degree: Individual, Family, and Community Education, 2013, University of New Mexico

 Counselor educators commonly experience resistance from students when the classroom focus turns to issues, literature, projects, or discussions involving race. Recognizing this resistance as an… (more)

Subjects/Keywords: student resistance; counselor education; race-related education; social dominance theory; whiteness studies; ethnocentric monoculturalism; White supremacy; cognitive appraisal theory

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APA (6th Edition):

Olson, E. D. (2013). Why Blame Me? Interpreting Counselor Student Resistance to Racially Themed Course Content as Complicity with White Racial Hegemony. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23146

Chicago Manual of Style (16th Edition):

Olson, Evonne Denise. “Why Blame Me? Interpreting Counselor Student Resistance to Racially Themed Course Content as Complicity with White Racial Hegemony.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/23146.

MLA Handbook (7th Edition):

Olson, Evonne Denise. “Why Blame Me? Interpreting Counselor Student Resistance to Racially Themed Course Content as Complicity with White Racial Hegemony.” 2013. Web. 27 Jan 2021.

Vancouver:

Olson ED. Why Blame Me? Interpreting Counselor Student Resistance to Racially Themed Course Content as Complicity with White Racial Hegemony. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/23146.

Council of Science Editors:

Olson ED. Why Blame Me? Interpreting Counselor Student Resistance to Racially Themed Course Content as Complicity with White Racial Hegemony. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23146

11. Santillanes, Sarah Leah. (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE.

Degree: Language, Literacy, and Sociocultural Studies, 2014, University of New Mexico

 This ideological critique project focused on the race and gender discourse of 20 self-identified Latina community college students between the ages of 18-30. Participants were… (more)

Subjects/Keywords: ideological critique; Latinas; community college; critical hermeneutics; mestizaje

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APA (6th Edition):

Santillanes, S. L. (2014). (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23577

Chicago Manual of Style (16th Edition):

Santillanes, Sarah Leah. “(RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE.” 2014. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/23577.

MLA Handbook (7th Edition):

Santillanes, Sarah Leah. “(RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE.” 2014. Web. 27 Jan 2021.

Vancouver:

Santillanes SL. (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/23577.

Council of Science Editors:

Santillanes SL. (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/23577


University of New Mexico

12. Minkus, Bonnie. The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 This research examined the role of human capital in shaping the discourse of Education For All (EFA) policymakers at UNESCO, in Paris, France, and EFA… (more)

Subjects/Keywords: Education For All; Making It Work (Project); Human capital – Africa; Sub-Saharan; Human capital – Africa; West; Unesco; Education – Africa; Sub-Saharan – Western influences; Education – Africa; West – Western influences

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APA (6th Edition):

Minkus, B. (2010). The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10891

Chicago Manual of Style (16th Edition):

Minkus, Bonnie. “The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa.” 2010. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/10891.

MLA Handbook (7th Edition):

Minkus, Bonnie. “The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa.” 2010. Web. 27 Jan 2021.

Vancouver:

Minkus B. The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/10891.

Council of Science Editors:

Minkus B. The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10891


University of New Mexico

13. Lechuga, Chalane E. They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'.

Degree: Sociology, 2010, University of New Mexico

 This research explores how Latino/a high school students in New Mexico constitute their racial identities in this particular historical moment, the post-Civil Rights colorblind era.… (more)

Subjects/Keywords: Hispanic American youth – New Mexico – Ethnic identity; Hispanic American youth – New Mexico – Social conditions; Minority high school students – United States – Ethnic identity; Minority high school students – United States – Social conditions; Racism in education – United States

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APA (6th Edition):

Lechuga, C. E. (2010). They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/11121

Chicago Manual of Style (16th Edition):

Lechuga, Chalane E. “They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'.” 2010. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021. http://hdl.handle.net/1928/11121.

MLA Handbook (7th Edition):

Lechuga, Chalane E. “They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'.” 2010. Web. 27 Jan 2021.

Vancouver:

Lechuga CE. They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1928/11121.

Council of Science Editors:

Lechuga CE. They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/11121

.