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Dept: Education

You searched for subject:(African American Female Principals). Showing records 1 – 30 of 415 total matches.

[1] [2] [3] [4] [5] … [14]

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University of Southern California

1. Williams, Jacqueline. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.

Degree: EdD, Education, 2013, University of Southern California

 The purpose of this research study was to examine leadership behaviors of middle school principals who have been successful in stimulating and sustaining African-American students’… (more)

Subjects/Keywords: leadership; behaviors; middle school; principals; African-American; students; achievement; mathematics; assessment; test; California Standards Test; at-risk; low achieving

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APA (6th Edition):

Williams, J. (2013). An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736

Chicago Manual of Style (16th Edition):

Williams, Jacqueline. “An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736.

MLA Handbook (7th Edition):

Williams, Jacqueline. “An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.” 2013. Web. 19 Jul 2019.

Vancouver:

Williams J. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736.

Council of Science Editors:

Williams J. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736


Colorado State University

2. Humphrey, Marie. Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study.

Degree: PhD, Education, 2007, Colorado State University

 This study explored the lived experiences of African-American women who became community college presidents from a student affairs pathway. The duality of the purpose of… (more)

Subjects/Keywords: African-American female; community colleges; presidents; student affairs

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APA (6th Edition):

Humphrey, M. (2007). Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71567

Chicago Manual of Style (16th Edition):

Humphrey, Marie. “Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study.” 2007. Doctoral Dissertation, Colorado State University. Accessed July 19, 2019. http://hdl.handle.net/10217/71567.

MLA Handbook (7th Edition):

Humphrey, Marie. “Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study.” 2007. Web. 19 Jul 2019.

Vancouver:

Humphrey M. Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10217/71567.

Council of Science Editors:

Humphrey M. Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/71567


University of Georgia

3. Winfield, Maria Inez. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.

Degree: PhD, Education, 2007, University of Georgia

 Language Observing Visual Explorations: After School Academic Program (LOVE: ASAP) is a participatory action qualitative research study. I listen to the voices of African American(more)

Subjects/Keywords: African American Girls

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APA (6th Edition):

Winfield, M. I. (2007). Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd

Chicago Manual of Style (16th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Doctoral Dissertation, University of Georgia. Accessed July 19, 2019. http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

MLA Handbook (7th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Web. 19 Jul 2019.

Vancouver:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Jul 19]. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

Council of Science Editors:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd


Louisiana State University

4. Beloney-Morrison, Tonetta. Your blues ain't like mine: exploring the promotion and tenure process of African American female professors at select Research I universities in the South.

Degree: PhD, Education, 2003, Louisiana State University

 Using a qualitative approach with Black feminism as a theoretical framework, Your Blues Ain't Like Mine: Exploring the Promotion and Tenure Process of African American(more)

Subjects/Keywords: african american female professors; promotion and tenure; black feminism; oral histories

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APA (6th Edition):

Beloney-Morrison, T. (2003). Your blues ain't like mine: exploring the promotion and tenure process of African American female professors at select Research I universities in the South. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-1107103-100118 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3395

Chicago Manual of Style (16th Edition):

Beloney-Morrison, Tonetta. “Your blues ain't like mine: exploring the promotion and tenure process of African American female professors at select Research I universities in the South.” 2003. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-1107103-100118 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3395.

MLA Handbook (7th Edition):

Beloney-Morrison, Tonetta. “Your blues ain't like mine: exploring the promotion and tenure process of African American female professors at select Research I universities in the South.” 2003. Web. 19 Jul 2019.

Vancouver:

Beloney-Morrison T. Your blues ain't like mine: exploring the promotion and tenure process of African American female professors at select Research I universities in the South. [Internet] [Doctoral dissertation]. Louisiana State University; 2003. [cited 2019 Jul 19]. Available from: etd-1107103-100118 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3395.

Council of Science Editors:

Beloney-Morrison T. Your blues ain't like mine: exploring the promotion and tenure process of African American female professors at select Research I universities in the South. [Doctoral Dissertation]. Louisiana State University; 2003. Available from: etd-1107103-100118 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3395


Louisiana State University

5. Watterson, Katrina. The attitudes of African American students towards the study of foreign languages and cultures.

Degree: PhD, Education, 2011, Louisiana State University

 This dissertation explores the reasons that African American students participate at lower levels in foreign language programs in terms of taking courses and majoring and… (more)

Subjects/Keywords: African American; culture; foreign languages

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APA (6th Edition):

Watterson, K. (2011). The attitudes of African American students towards the study of foreign languages and cultures. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393

Chicago Manual of Style (16th Edition):

Watterson, Katrina. “The attitudes of African American students towards the study of foreign languages and cultures.” 2011. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393.

MLA Handbook (7th Edition):

Watterson, Katrina. “The attitudes of African American students towards the study of foreign languages and cultures.” 2011. Web. 19 Jul 2019.

Vancouver:

Watterson K. The attitudes of African American students towards the study of foreign languages and cultures. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Jul 19]. Available from: etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393.

Council of Science Editors:

Watterson K. The attitudes of African American students towards the study of foreign languages and cultures. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393


UCLA

6. Jones, Sr., Tomashu "Kenyatta". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.

Degree: Education, 2012, UCLA

 The lack of research about <<Black fathers>> and their <<involvement with schools>> was the primary motivation for this <<mixed method>> dissertation study. This discourse provides… (more)

Subjects/Keywords: Education; African American studies; School counseling; African American; African American Fathers; African American Fathers Involvement in Schools; Mixed Methods Study

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APA (6th Edition):

Jones, Sr., T. ". (2012). African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4rt0q9hb

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/4rt0q9hb.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Web. 19 Jul 2019.

Vancouver:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/4rt0q9hb.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/4rt0q9hb

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

7. White, La Donna. Effective strategies for teaching mathematics to African American students.

Degree: EdD, Education, 2012, University of Southern California

 As of 2001 with the mandates issued under No Child Left Behind, the National Council of Teachers of Mathematics (NCTM) revised its standards to ensure… (more)

Subjects/Keywords: mathematics; teaching; African American students

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APA (6th Edition):

White, L. D. (2012). Effective strategies for teaching mathematics to African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195

Chicago Manual of Style (16th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

MLA Handbook (7th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Web. 19 Jul 2019.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

Council of Science Editors:

White LD. Effective strategies for teaching mathematics to African American students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195


Loyola University Chicago

8. Hines, Michael. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.

Degree: MA, Education, 2013, Loyola University Chicago

  The education of free African American children in the antebellum period is a subject that has interested historians and scholars of education for decades.… (more)

Subjects/Keywords: African American; Antebellum; Education; History

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APA (6th Edition):

Hines, M. (2013). Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1819

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hines, Michael. “Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.” 2013. Thesis, Loyola University Chicago. Accessed July 19, 2019. http://ecommons.luc.edu/luc_theses/1819.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hines, Michael. “Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.” 2013. Web. 19 Jul 2019.

Vancouver:

Hines M. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Jul 19]. Available from: http://ecommons.luc.edu/luc_theses/1819.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hines M. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1819

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Loyola University Chicago

9. Simmons, Vankeila. The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College.

Degree: MA, Education, 2016, Loyola University Chicago

  There is very little research exploring the factors that affect minority, more specifically African American, students’ intent to study abroad. Furthermore, most research concerning… (more)

Subjects/Keywords: Study Abroad; African American Studies

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APA (6th Edition):

Simmons, V. (2016). The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/3568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Simmons, Vankeila. “The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College.” 2016. Thesis, Loyola University Chicago. Accessed July 19, 2019. http://ecommons.luc.edu/luc_theses/3568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Simmons, Vankeila. “The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College.” 2016. Web. 19 Jul 2019.

Vancouver:

Simmons V. The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College. [Internet] [Thesis]. Loyola University Chicago; 2016. [cited 2019 Jul 19]. Available from: http://ecommons.luc.edu/luc_theses/3568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simmons V. The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College. [Thesis]. Loyola University Chicago; 2016. Available from: http://ecommons.luc.edu/luc_theses/3568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

10. Calloway, Letitia ReNaé. Factors that influence the identification of elementary African American students as potentially gifted learners.

Degree: EdD, Education, 2012, University of Southern California

 The purpose of this research study was to examine factors that influence the identification of elementary African American students for gifted programs and to discover… (more)

Subjects/Keywords: identification; elementary; african american; gifted

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APA (6th Edition):

Calloway, L. R. (2012). Factors that influence the identification of elementary African American students as potentially gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740

Chicago Manual of Style (16th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

MLA Handbook (7th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Web. 19 Jul 2019.

Vancouver:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

Council of Science Editors:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740


University of Southern California

11. Peeples, Rebecca James. African American boys and books: an analysis of the book preferences of African American males in grades three through five.

Degree: EdD, Education, 2014, University of Southern California

 This study applies the expectancy value theory (EVT) to understand the impact of interest and choice on African American boy readers. This study provides evidence… (more)

Subjects/Keywords: African American; boys; reading; books

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APA (6th Edition):

Peeples, R. J. (2014). African American boys and books: an analysis of the book preferences of African American males in grades three through five. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570

Chicago Manual of Style (16th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

MLA Handbook (7th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Web. 19 Jul 2019.

Vancouver:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

Council of Science Editors:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570


University of California – Berkeley

12. McKinney de Royston, Maxine Ramona. Teaching to the Spirit: The "Hidden" Curriculum of African American Education.

Degree: Education, 2011, University of California – Berkeley

 Discussions about gaps in achievement and opportunity, educational debts, and educational inequities, point to the lingering salience and pernicious role of race in schools (Hilliard,… (more)

Subjects/Keywords: Education; African American studies; Social research; African American Education; Identity; Racism

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APA (6th Edition):

McKinney de Royston, M. R. (2011). Teaching to the Spirit: The "Hidden" Curriculum of African American Education. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6mh1g5wt

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McKinney de Royston, Maxine Ramona. “Teaching to the Spirit: The "Hidden" Curriculum of African American Education.” 2011. Thesis, University of California – Berkeley. Accessed July 19, 2019. http://www.escholarship.org/uc/item/6mh1g5wt.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McKinney de Royston, Maxine Ramona. “Teaching to the Spirit: The "Hidden" Curriculum of African American Education.” 2011. Web. 19 Jul 2019.

Vancouver:

McKinney de Royston MR. Teaching to the Spirit: The "Hidden" Curriculum of African American Education. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/6mh1g5wt.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McKinney de Royston MR. Teaching to the Spirit: The "Hidden" Curriculum of African American Education. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/6mh1g5wt

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oregon State University

13. Washington, Kim Elaine. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.

Degree: EdD, Education, 2008, Oregon State University

 The focus of this study was to examine the administrative legacy of two African American women administrators, Maxine Buie Mimms and Wintonnette Joye Hardiman, who… (more)

Subjects/Keywords: African American women administrators; Mimms, Maxine Buie

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APA (6th Edition):

Washington, K. E. (2008). The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11780

Chicago Manual of Style (16th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Doctoral Dissertation, Oregon State University. Accessed July 19, 2019. http://hdl.handle.net/1957/11780.

MLA Handbook (7th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Web. 19 Jul 2019.

Vancouver:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1957/11780.

Council of Science Editors:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/11780


Louisiana State University

14. Hebert, Angelle Leblanc. "Give me something that relates to my life" : exploring African American adolescent male identities through young adult literature.

Degree: PhD, Education, 2013, Louisiana State University

 Research suggests that when students realize a personal connection to their learning environment and feel their identities are supported, successful learning can take place (Nasir,… (more)

Subjects/Keywords: young adult literature; identity; African American males

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APA (6th Edition):

Hebert, A. L. (2013). "Give me something that relates to my life" : exploring African American adolescent male identities through young adult literature. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082013-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3588

Chicago Manual of Style (16th Edition):

Hebert, Angelle Leblanc. “"Give me something that relates to my life" : exploring African American adolescent male identities through young adult literature.” 2013. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-07082013-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3588.

MLA Handbook (7th Edition):

Hebert, Angelle Leblanc. “"Give me something that relates to my life" : exploring African American adolescent male identities through young adult literature.” 2013. Web. 19 Jul 2019.

Vancouver:

Hebert AL. "Give me something that relates to my life" : exploring African American adolescent male identities through young adult literature. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Jul 19]. Available from: etd-07082013-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3588.

Council of Science Editors:

Hebert AL. "Give me something that relates to my life" : exploring African American adolescent male identities through young adult literature. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-07082013-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3588


Louisiana State University

15. Sanders, Tremaine Monee'. Where are the Cosbys: an African American literacy study examining African American recognition and representation in contemporary young adult literature.

Degree: MEd, Education, 2012, Louisiana State University

 The African American literacy crisis has been well documented. Many researchers have sought to find a remedy for the disparity in literacy rates between African(more)

Subjects/Keywords: African American literature; YAL; young adult literature

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APA (6th Edition):

Sanders, T. M. (2012). Where are the Cosbys: an African American literacy study examining African American recognition and representation in contemporary young adult literature. (Masters Thesis). Louisiana State University. Retrieved from etd-11142012-120234 ; https://digitalcommons.lsu.edu/gradschool_theses/2875

Chicago Manual of Style (16th Edition):

Sanders, Tremaine Monee'. “Where are the Cosbys: an African American literacy study examining African American recognition and representation in contemporary young adult literature.” 2012. Masters Thesis, Louisiana State University. Accessed July 19, 2019. etd-11142012-120234 ; https://digitalcommons.lsu.edu/gradschool_theses/2875.

MLA Handbook (7th Edition):

Sanders, Tremaine Monee'. “Where are the Cosbys: an African American literacy study examining African American recognition and representation in contemporary young adult literature.” 2012. Web. 19 Jul 2019.

Vancouver:

Sanders TM. Where are the Cosbys: an African American literacy study examining African American recognition and representation in contemporary young adult literature. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Jul 19]. Available from: etd-11142012-120234 ; https://digitalcommons.lsu.edu/gradschool_theses/2875.

Council of Science Editors:

Sanders TM. Where are the Cosbys: an African American literacy study examining African American recognition and representation in contemporary young adult literature. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-11142012-120234 ; https://digitalcommons.lsu.edu/gradschool_theses/2875


Virginia Commonwealth University

16. Matthews, Kimberly. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 This qualitative study examined the experiences of 20 African American men who graduated from predominately White institutions in one mid-Atlantic state between the years of… (more)

Subjects/Keywords: African American Men; Persistence; Doctoral Completion; Education

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APA (6th Edition):

Matthews, K. (2012). PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2732

Chicago Manual of Style (16th Edition):

Matthews, Kimberly. “PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 19, 2019. https://scholarscompass.vcu.edu/etd/2732.

MLA Handbook (7th Edition):

Matthews, Kimberly. “PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.” 2012. Web. 19 Jul 2019.

Vancouver:

Matthews K. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 Jul 19]. Available from: https://scholarscompass.vcu.edu/etd/2732.

Council of Science Editors:

Matthews K. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2732


University of Southern California

17. Jones, Topekia Lasundra. The influence of language and culture in the literacy development of speakers of African American English.

Degree: EdD, Education, 2015, University of Southern California

 Speakers of African American English (AAE) often encounter unsupportive classroom environments because teachers may not recognize the influence of language and culture on literacy development,… (more)

Subjects/Keywords: language; culture; African American; literacy; Black

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APA (6th Edition):

Jones, T. L. (2015). The influence of language and culture in the literacy development of speakers of African American English. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880

Chicago Manual of Style (16th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

MLA Handbook (7th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Web. 19 Jul 2019.

Vancouver:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

Council of Science Editors:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880


University of California – Berkeley

18. Forrester, Kandace. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.

Degree: Education, 2015, University of California – Berkeley

 Mixed-methods research was conducted to investigate the experiences of African American students in the school discipline system. The relationships between school discipline experiences and gender,… (more)

Subjects/Keywords: Education; African American studies; African American; Mental Health; Perceived Discrimination; School Connectedness; School Discipline

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APA (6th Edition):

Forrester, K. (2015). Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/359186k9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Forrester, Kandace. “Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.” 2015. Thesis, University of California – Berkeley. Accessed July 19, 2019. http://www.escholarship.org/uc/item/359186k9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Forrester, Kandace. “Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.” 2015. Web. 19 Jul 2019.

Vancouver:

Forrester K. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/359186k9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Forrester K. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/359186k9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

19. Patterson, Justyn Korey. The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University.

Degree: Education, 2012, UCLA

 Black student underachievement has been studied extensively. On nearly every academic measure, Black students fare worse than their White and Asian peers. This mixed-methods study… (more)

Subjects/Keywords: Education; African American studies; African-American; Black; higher education; institutional; resilience; sociocultural

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APA (6th Edition):

Patterson, J. K. (2012). The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/551867w8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Patterson, Justyn Korey. “The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University.” 2012. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/551867w8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Patterson, Justyn Korey. “The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University.” 2012. Web. 19 Jul 2019.

Vancouver:

Patterson JK. The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/551867w8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Patterson JK. The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/551867w8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

20. Graves, Alan-Michael Scott. African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement.

Degree: Education, 2019, UCLA

 The purpose of this study was to examine the perspectives and lived experiences of African American fathers who were previously involved in the child welfare… (more)

Subjects/Keywords: Education; African American Father Engagement; African American Fathers; Fathers in Child Welfare

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APA (6th Edition):

Graves, A. S. (2019). African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/07t8s7g0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Graves, Alan-Michael Scott. “African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement.” 2019. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/07t8s7g0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Graves, Alan-Michael Scott. “African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement.” 2019. Web. 19 Jul 2019.

Vancouver:

Graves AS. African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/07t8s7g0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Graves AS. African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/07t8s7g0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Lucas, Brandi Odom. Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males.

Degree: Doctorate in Education, Education, 2014, Loyola Marymount University

African-American student achievement is a pervasive problem for school communities. This qualitative research explores the Black Church’s role in the bicultural development of six… (more)

Subjects/Keywords: African-American males; Bicultural students; Black church; Culturally relevant pedagogy; African American Studies; Education

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APA (6th Edition):

Lucas, B. O. (2014). Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/205

Chicago Manual of Style (16th Edition):

Lucas, Brandi Odom. “Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed July 19, 2019. https://digitalcommons.lmu.edu/etd/205.

MLA Handbook (7th Edition):

Lucas, Brandi Odom. “Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males.” 2014. Web. 19 Jul 2019.

Vancouver:

Lucas BO. Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Jul 19]. Available from: https://digitalcommons.lmu.edu/etd/205.

Council of Science Editors:

Lucas BO. Sweet Spirit: The Pedagogical Relevance of the Black Church for African-American Males. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/205


University of Southern California

22. Coney, Elliott R. Full rides and short strides: a phenomenological approach to understanding the application of Schlossberg's transition theory to the perceived collegiate challenges and transitions of African American football athletes.

Degree: MEd, Education, 2012, University of Southern California

 The issue of transitioning and retaining students in higher education has received considerable attention; however a lack of focused attention on African Americans athletes within… (more)

Subjects/Keywords: African American males; African American athletes; football; athletes; transition; Schlossberg; challenges; counseling; advising; support

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APA (6th Edition):

Coney, E. R. (2012). Full rides and short strides: a phenomenological approach to understanding the application of Schlossberg's transition theory to the perceived collegiate challenges and transitions of African American football athletes. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205504/rec/2928

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coney, Elliott R. “Full rides and short strides: a phenomenological approach to understanding the application of Schlossberg's transition theory to the perceived collegiate challenges and transitions of African American football athletes.” 2012. Thesis, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205504/rec/2928.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coney, Elliott R. “Full rides and short strides: a phenomenological approach to understanding the application of Schlossberg's transition theory to the perceived collegiate challenges and transitions of African American football athletes.” 2012. Web. 19 Jul 2019.

Vancouver:

Coney ER. Full rides and short strides: a phenomenological approach to understanding the application of Schlossberg's transition theory to the perceived collegiate challenges and transitions of African American football athletes. [Internet] [Thesis]. University of Southern California; 2012. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205504/rec/2928.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coney ER. Full rides and short strides: a phenomenological approach to understanding the application of Schlossberg's transition theory to the perceived collegiate challenges and transitions of African American football athletes. [Thesis]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/205504/rec/2928

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


College of William and Mary

23. Butler, Aaron Jason. A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 In 2003, the Virginia Department of Education authorized a committee of 11 teachers to write a report detailing Virginia's public education history. The committee drafted… (more)

Subjects/Keywords: African American Studies; African History; Educational Leadership; Other Education

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APA (6th Edition):

Butler, A. J. (2013). A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618383

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Butler, Aaron Jason. “A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871.” 2013. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618383.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Butler, Aaron Jason. “A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871.” 2013. Web. 19 Jul 2019.

Vancouver:

Butler AJ. A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618383.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Butler AJ. A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618383

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Colorado

24. Jackson, Darrell D. Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned.

Degree: PhD, Education, 2012, University of Colorado

  Despite the vast research on African Americans and affirmative action, little qualitative analysis has been done to investigate how race exists and functions in… (more)

Subjects/Keywords: affirmative action; African American; critical race theory; law school; mismatch theory; privilege; African American Studies; Higher Education; Law

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APA (6th Edition):

Jackson, D. D. (2012). Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/22

Chicago Manual of Style (16th Edition):

Jackson, Darrell D. “Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned.” 2012. Doctoral Dissertation, University of Colorado. Accessed July 19, 2019. http://scholar.colorado.edu/educ_gradetds/22.

MLA Handbook (7th Edition):

Jackson, Darrell D. “Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned.” 2012. Web. 19 Jul 2019.

Vancouver:

Jackson DD. Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2019 Jul 19]. Available from: http://scholar.colorado.edu/educ_gradetds/22.

Council of Science Editors:

Jackson DD. Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. [Doctoral Dissertation]. University of Colorado; 2012. Available from: http://scholar.colorado.edu/educ_gradetds/22


Louisiana State University

25. Baker III, James DJ. Holy or unholy matrimony: does participation in a pre-college program influence the retention rate of African American males in college.

Degree: PhD, Education, 2012, Louisiana State University

 Fifty percent of all students who enroll in college depart before earning their degree; this proportion is even higher among minorities during the first year… (more)

Subjects/Keywords: pre-college programs; retention; african american men; attrition; african american males in college; els:2002; college choice; college

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APA (6th Edition):

Baker III, J. D. (2012). Holy or unholy matrimony: does participation in a pre-college program influence the retention rate of African American males in college. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-03142012-121519 ; https://digitalcommons.lsu.edu/gradschool_dissertations/10

Chicago Manual of Style (16th Edition):

Baker III, James DJ. “Holy or unholy matrimony: does participation in a pre-college program influence the retention rate of African American males in college.” 2012. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-03142012-121519 ; https://digitalcommons.lsu.edu/gradschool_dissertations/10.

MLA Handbook (7th Edition):

Baker III, James DJ. “Holy or unholy matrimony: does participation in a pre-college program influence the retention rate of African American males in college.” 2012. Web. 19 Jul 2019.

Vancouver:

Baker III JD. Holy or unholy matrimony: does participation in a pre-college program influence the retention rate of African American males in college. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2019 Jul 19]. Available from: etd-03142012-121519 ; https://digitalcommons.lsu.edu/gradschool_dissertations/10.

Council of Science Editors:

Baker III JD. Holy or unholy matrimony: does participation in a pre-college program influence the retention rate of African American males in college. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-03142012-121519 ; https://digitalcommons.lsu.edu/gradschool_dissertations/10


UCLA

26. Lane, Monique Lanier. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.

Degree: Education, 2014, UCLA

 Efforts towards urban school reform regularly overlook the complex socio-cultural contexts in which Black female students are situated and the ways in which their subordination… (more)

Subjects/Keywords: Education; Pedagogy; Secondary education; African-American girls; African-American students; Black feminist pedagogy; Black girls; critical pedagogy; urban education

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APA (6th Edition):

Lane, M. L. (2014). Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1mb9n5kf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lane, Monique Lanier. “Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.” 2014. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/1mb9n5kf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lane, Monique Lanier. “Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.” 2014. Web. 19 Jul 2019.

Vancouver:

Lane ML. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/1mb9n5kf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lane ML. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/1mb9n5kf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

27. Lozier, Francis Vladimir. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.

Degree: Education, 2013, UCLA

 This study investigated the characteristics of effective teachers of African-American male middle school students. Black males are underserved throughout all levels of the educational pipeline… (more)

Subjects/Keywords: African American studies; Middle school education; Multicultural education; African-American males; Black males; Compton; cultural capital; middle school; pedagogy

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APA (6th Edition):

Lozier, F. V. (2013). Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6v4017gq

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lozier, Francis Vladimir. “Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.” 2013. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/6v4017gq.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lozier, Francis Vladimir. “Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.” 2013. Web. 19 Jul 2019.

Vancouver:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/6v4017gq.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/6v4017gq

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

28. Williams, Marcheta Ganther. African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools.

Degree: Education, 2011, University of California – Berkeley

 AbstractAfrican American Parent Involvement:An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents and highly… (more)

Subjects/Keywords: Elementary education; Educational leadership; African American Parent Involvement and Social Capital; African American Parents; Low socioeconomic parents; Parent Invovlement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams, M. G. (2011). African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5fs8f6z9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Williams, Marcheta Ganther. “African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools.” 2011. Thesis, University of California – Berkeley. Accessed July 19, 2019. http://www.escholarship.org/uc/item/5fs8f6z9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Williams, Marcheta Ganther. “African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools.” 2011. Web. 19 Jul 2019.

Vancouver:

Williams MG. African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/5fs8f6z9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams MG. African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/5fs8f6z9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

29. Toure, Hodari Arisi. Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream.

Degree: Education, 2011, University of California – Berkeley

 The constraining role of racial, social, and economic stratification on the lives and education of African American males has been argued both theoretically and empirically… (more)

Subjects/Keywords: Social Sciences Education; African American Studies; Gender Studies; African American Studies; Black Masculinity; Critical Race Theory; Urban Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Toure, H. A. (2011). Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9xq952fc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Toure, Hodari Arisi. “Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream.” 2011. Thesis, University of California – Berkeley. Accessed July 19, 2019. http://www.escholarship.org/uc/item/9xq952fc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Toure, Hodari Arisi. “Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream.” 2011. Web. 19 Jul 2019.

Vancouver:

Toure HA. Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/9xq952fc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Toure HA. Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/9xq952fc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Loyola University Chicago

30. Baker, Gregory Pierre. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.

Degree: PhD, Education, 2015, Loyola University Chicago

  Parents have tremendous influence in the lives of their children. As a result, it is valuable to investigate how high school parents participate in… (more)

Subjects/Keywords: African American Fathers; Case Study; Educators and Parent Participation; High School Students; Parent Participation; African American Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baker, G. P. (2015). Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1629

Chicago Manual of Style (16th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Doctoral Dissertation, Loyola University Chicago. Accessed July 19, 2019. https://ecommons.luc.edu/luc_diss/1629.

MLA Handbook (7th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Web. 19 Jul 2019.

Vancouver:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2015. [cited 2019 Jul 19]. Available from: https://ecommons.luc.edu/luc_diss/1629.

Council of Science Editors:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Doctoral Dissertation]. Loyola University Chicago; 2015. Available from: https://ecommons.luc.edu/luc_diss/1629

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