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You searched for subject:(African American Female Students). Showing records 1 – 30 of 60933 total matches.

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California State University – Sacramento

1. Brumfield, Shanell Latrice. Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students.

Degree: MA, Education (Behavioral Sciences/Gender Equity Studies, 2010, California State University – Sacramento

 This study examines the effects of intersection of race, class, and gender on the educational experiences of African American female students. Many community forces affect… (more)

Subjects/Keywords: African American female students; Academic achievement; Black feminist thought; Gender bias

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APA (6th Edition):

Brumfield, S. L. (2010). Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/615

Chicago Manual of Style (16th Edition):

Brumfield, Shanell Latrice. “Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 26, 2019. http://hdl.handle.net/10211.9/615.

MLA Handbook (7th Edition):

Brumfield, Shanell Latrice. “Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students.” 2010. Web. 26 Jun 2019.

Vancouver:

Brumfield SL. Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10211.9/615.

Council of Science Editors:

Brumfield SL. Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/615


Virginia Tech

2. Smith, Courtney Shaleah. The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering.

Degree: PhD, Engineering Education, 2015, Virginia Tech

 The value of diversity in the Science, Technology, Engineering, and Math (STEM) fields has long been a leading topic of discussion among campus administrators and… (more)

Subjects/Keywords: Mentoring; African American Female Students; Engineering Education; Phenomenography; Intersectionality

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APA (6th Edition):

Smith, C. S. (2015). The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56490

Chicago Manual of Style (16th Edition):

Smith, Courtney Shaleah. “The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering.” 2015. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019. http://hdl.handle.net/10919/56490.

MLA Handbook (7th Edition):

Smith, Courtney Shaleah. “The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering.” 2015. Web. 26 Jun 2019.

Vancouver:

Smith CS. The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10919/56490.

Council of Science Editors:

Smith CS. The Intersecting Perspective: African American Female Experiences with Faculty Mentoring in Undergraduate Engineering. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56490


University of Georgia

3. Norris-Brown, Candice. Exploring the factors that influence the sexual decision making process among African American adolescent girls.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

 The purpose of this qualitative study was to explore the factors that influence the sexual decision making process of 12 African American female adolescents. Three… (more)

Subjects/Keywords: African American female adolescents

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APA (6th Edition):

Norris-Brown, C. (2011). Exploring the factors that influence the sexual decision making process among African American adolescent girls. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/norris-brown_candice_201105_phd

Chicago Manual of Style (16th Edition):

Norris-Brown, Candice. “Exploring the factors that influence the sexual decision making process among African American adolescent girls.” 2011. Doctoral Dissertation, University of Georgia. Accessed June 26, 2019. http://purl.galileo.usg.edu/uga_etd/norris-brown_candice_201105_phd.

MLA Handbook (7th Edition):

Norris-Brown, Candice. “Exploring the factors that influence the sexual decision making process among African American adolescent girls.” 2011. Web. 26 Jun 2019.

Vancouver:

Norris-Brown C. Exploring the factors that influence the sexual decision making process among African American adolescent girls. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Jun 26]. Available from: http://purl.galileo.usg.edu/uga_etd/norris-brown_candice_201105_phd.

Council of Science Editors:

Norris-Brown C. Exploring the factors that influence the sexual decision making process among African American adolescent girls. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/norris-brown_candice_201105_phd


The Ohio State University

4. Shavers, Marjorie C. “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions.

Degree: PhD, EDU Physical Activity and Educational Services, 2010, The Ohio State University

 This qualitative study used Black Feminist Thought as the interpretive lens to investigate the perceptions and experiences of African American female doctoral students at predominately… (more)

Subjects/Keywords: Academic Guidance Counseling; African Americans; African American Studies; Counseling Education; Higher Education; Womens Studies; African American women; Black female students; doctoral students; African American doctoral students; Black female doctoral students; higher education; shifting

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APA (6th Edition):

Shavers, M. C. (2010). “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572

Chicago Manual of Style (16th Edition):

Shavers, Marjorie C. ““I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions.” 2010. Doctoral Dissertation, The Ohio State University. Accessed June 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572.

MLA Handbook (7th Edition):

Shavers, Marjorie C. ““I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions.” 2010. Web. 26 Jun 2019.

Vancouver:

Shavers MC. “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Jun 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572.

Council of Science Editors:

Shavers MC. “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572


Utah State University

5. Gregory, Stacie LeSure. African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective.

Degree: PhD, Engineering and Technology Education, 2015, Utah State University

  Due to the social context of engineering classrooms, stereotype threat (STT) may play an essential role in the dearth of African American females in… (more)

Subjects/Keywords: African; American; Female; Engineering; Students; Persistence; stereotype; threatening; environments; critical; race; theory; perspective; Engineering Education

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APA (6th Edition):

Gregory, S. L. (2015). African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4260

Chicago Manual of Style (16th Edition):

Gregory, Stacie LeSure. “African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective.” 2015. Doctoral Dissertation, Utah State University. Accessed June 26, 2019. https://digitalcommons.usu.edu/etd/4260.

MLA Handbook (7th Edition):

Gregory, Stacie LeSure. “African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective.” 2015. Web. 26 Jun 2019.

Vancouver:

Gregory SL. African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Jun 26]. Available from: https://digitalcommons.usu.edu/etd/4260.

Council of Science Editors:

Gregory SL. African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4260

6. Williams Jefferson, Rhonique Lia. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers??? Beliefs and Practices.

Degree: 2013, Texas Digital Library

 This research study was conducted as a qualitative case study of five successful teachers of African American students in a middle income, urban school district.… (more)

Subjects/Keywords: African American students

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APA (6th Edition):

Williams Jefferson, R. L. (2013). African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers??? Beliefs and Practices. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66700

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 Jefferson, Rhonique Lia. “African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers??? Beliefs and Practices.” 2013. Thesis, Texas Digital Library. Accessed June 26, 2019. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66700.

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

MLA Handbook (7th Edition):

Williams Jefferson, Rhonique Lia. “African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers??? Beliefs and Practices.” 2013. Web. 26 Jun 2019.

Vancouver:

Williams Jefferson RL. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers??? Beliefs and Practices. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66700.

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

Council of Science Editors:

Williams Jefferson RL. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers??? Beliefs and Practices. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66700

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


Texas State University – San Marcos

7. Ledford, Ajara Eyana. Motivations and Barriers to Physical Exercise among African American Female College Students.

Degree: MA, Health Psychology, 2013, Texas State University – San Marcos

 This study examined differences between groups of exercising and non-exercising African American female college students. Groups where compared on a variety of psychosocial variables including… (more)

Subjects/Keywords: Physical Exercise; Motivations; African American Female College Students; Culture; Race; African American college students – Exercise – Psychological aspects; Women college students – Exercise – Psychological aspects; Exercise – Psychological aspects

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APA (6th Edition):

Ledford, A. E. (2013). Motivations and Barriers to Physical Exercise among African American Female College Students. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4893

Chicago Manual of Style (16th Edition):

Ledford, Ajara Eyana. “Motivations and Barriers to Physical Exercise among African American Female College Students.” 2013. Masters Thesis, Texas State University – San Marcos. Accessed June 26, 2019. https://digital.library.txstate.edu/handle/10877/4893.

MLA Handbook (7th Edition):

Ledford, Ajara Eyana. “Motivations and Barriers to Physical Exercise among African American Female College Students.” 2013. Web. 26 Jun 2019.

Vancouver:

Ledford AE. Motivations and Barriers to Physical Exercise among African American Female College Students. [Internet] [Masters thesis]. Texas State University – San Marcos; 2013. [cited 2019 Jun 26]. Available from: https://digital.library.txstate.edu/handle/10877/4893.

Council of Science Editors:

Ledford AE. Motivations and Barriers to Physical Exercise among African American Female College Students. [Masters Thesis]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4893


University of Houston

8. Moore, Kynetta 1984-. AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS.

Degree: Communication, Jack J. Valenti School of, 2012, University of Houston

 The purpose of this study was to explore African American female students’ perceptions and experiences with diversity in their public relations education. Additionally, the purpose… (more)

Subjects/Keywords: African American; African Americans; African American students; diversity; public relations; students; public relations students; pedagogy; multicultural; difference; ethnicity; race; culture; racism; discrimination; whiteness; critical race theory; minority; minorities; public relations theory; African American female students; diversity theory

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APA (6th Edition):

Moore, K. 1. (2012). AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1156

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):

Moore, Kynetta 1984-. “AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS.” 2012. Thesis, University of Houston. Accessed June 26, 2019. http://hdl.handle.net/10657/1156.

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

MLA Handbook (7th Edition):

Moore, Kynetta 1984-. “AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS.” 2012. Web. 26 Jun 2019.

Vancouver:

Moore K1. AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10657/1156.

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

Council of Science Editors:

Moore K1. AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1156

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


Northeastern University

9. Griffith, Tashika. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

 The number of Black female graduate students withdrawing from predominantly White institutions (PWIs) continues to rise each year due to negative campus experiences with race… (more)

Subjects/Keywords: Black female leadership; Black graduate students; socialization; student engagement; student leadership; Education; Higher Education Administration; African American women college students; Social aspects; African American women; Education (Higher); African American graduate students; Social aspects; African American leadership; College student government; Discrimination in higher education

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APA (6th Edition):

Griffith, T. (2014). You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018689

Chicago Manual of Style (16th Edition):

Griffith, Tashika. “You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.” 2014. Masters Thesis, Northeastern University. Accessed June 26, 2019. http://hdl.handle.net/2047/d20018689.

MLA Handbook (7th Edition):

Griffith, Tashika. “You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.” 2014. Web. 26 Jun 2019.

Vancouver:

Griffith T. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/2047/d20018689.

Council of Science Editors:

Griffith T. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018689

10. Franklin, Kenna Morgan. Case study of persistence by African-American female transfer students from two-year to four-year institutions of higher education.

Degree: Educational Administration, 2012, University of Texas – Austin

 The purpose of this treatise was presented in three parts; 1) to identify and understand the perceived factors that aid in the persistence of African-American(more)

Subjects/Keywords: Transfer students; African-American female; Persistence

…scholarly literature regarding the persistence of African-American female transfer students… …inquiry from the vantage point and voice of African-American female transfer students from two… …African-American female transfer students from two-year institutions to four-year institutions… …of higher learning. It examined six African-American female transfer students and three… …This study has chosen to examine the data on African-American female transfer students rather… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Franklin, K. M. (2012). Case study of persistence by African-American female transfer students from two-year to four-year institutions of higher education. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-08-6173

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):

Franklin, Kenna Morgan. “Case study of persistence by African-American female transfer students from two-year to four-year institutions of higher education.” 2012. Thesis, University of Texas – Austin. Accessed June 26, 2019. http://hdl.handle.net/2152/ETD-UT-2012-08-6173.

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

MLA Handbook (7th Edition):

Franklin, Kenna Morgan. “Case study of persistence by African-American female transfer students from two-year to four-year institutions of higher education.” 2012. Web. 26 Jun 2019.

Vancouver:

Franklin KM. Case study of persistence by African-American female transfer students from two-year to four-year institutions of higher education. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6173.

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

Council of Science Editors:

Franklin KM. Case study of persistence by African-American female transfer students from two-year to four-year institutions of higher education. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6173

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


University of Georgia

11. Joseph, Cindy. The role of Africentrism in student stress and social stigma consciousness in African American undergraduate males attending an HBCU.

Degree: PhD, Counseling Psychology, 2014, University of Georgia

African American males are disproportionately underrepresented in college in comparison to Whites, Asians, and their counterparts, African American females. Despite this, little research focuses on… (more)

Subjects/Keywords: African American male college students

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APA (6th Edition):

Joseph, C. (2014). The role of Africentrism in student stress and social stigma consciousness in African American undergraduate males attending an HBCU. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/joseph_cindy_201408_phd

Chicago Manual of Style (16th Edition):

Joseph, Cindy. “The role of Africentrism in student stress and social stigma consciousness in African American undergraduate males attending an HBCU.” 2014. Doctoral Dissertation, University of Georgia. Accessed June 26, 2019. http://purl.galileo.usg.edu/uga_etd/joseph_cindy_201408_phd.

MLA Handbook (7th Edition):

Joseph, Cindy. “The role of Africentrism in student stress and social stigma consciousness in African American undergraduate males attending an HBCU.” 2014. Web. 26 Jun 2019.

Vancouver:

Joseph C. The role of Africentrism in student stress and social stigma consciousness in African American undergraduate males attending an HBCU. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Jun 26]. Available from: http://purl.galileo.usg.edu/uga_etd/joseph_cindy_201408_phd.

Council of Science Editors:

Joseph C. The role of Africentrism in student stress and social stigma consciousness in African American undergraduate males attending an HBCU. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/joseph_cindy_201408_phd


Texas A&M University

12. Johnson, Anwar Rashaad. Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students.

Degree: 2013, Texas A&M University

 Fortifying the pipeline of underrepresented African Americans in agriculture can offer a practical solution to the industry?s scanty amount of involvement by people of color.… (more)

Subjects/Keywords: Agriculture; African American students; Counselors

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APA (6th Edition):

Johnson, A. R. (2013). Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151837

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):

Johnson, Anwar Rashaad. “Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students.” 2013. Thesis, Texas A&M University. Accessed June 26, 2019. http://hdl.handle.net/1969.1/151837.

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

MLA Handbook (7th Edition):

Johnson, Anwar Rashaad. “Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students.” 2013. Web. 26 Jun 2019.

Vancouver:

Johnson AR. Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1969.1/151837.

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

Council of Science Editors:

Johnson AR. Aspirations Realized? Exploring the Roles of High School Counselors when Discussing Colleges and Agricultural Career Paths with African American College Students. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151837

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


California State University – East Bay

13. Lockwood, Danny K. Reflecting to Understand Directing Elements of Success in the Lives of African American Men That Can Direct Young African American Males Toward Success.

Degree: 2014, California State University – East Bay

 Young African American males are experiencing disconnectedness from the educational system. The emergence of disconnectedness is extrapolated from the disproportionate numbers of expulsions and suspensions… (more)

Subjects/Keywords: Educational leadership; African American students

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APA (6th Edition):

Lockwood, D. K. (2014). Reflecting to Understand Directing Elements of Success in the Lives of African American Men That Can Direct Young African American Males Toward Success. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/139288

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):

Lockwood, Danny K. “Reflecting to Understand Directing Elements of Success in the Lives of African American Men That Can Direct Young African American Males Toward Success.” 2014. Thesis, California State University – East Bay. Accessed June 26, 2019. http://hdl.handle.net/10211.3/139288.

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

MLA Handbook (7th Edition):

Lockwood, Danny K. “Reflecting to Understand Directing Elements of Success in the Lives of African American Men That Can Direct Young African American Males Toward Success.” 2014. Web. 26 Jun 2019.

Vancouver:

Lockwood DK. Reflecting to Understand Directing Elements of Success in the Lives of African American Men That Can Direct Young African American Males Toward Success. [Internet] [Thesis]. California State University – East Bay; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10211.3/139288.

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

Council of Science Editors:

Lockwood DK. Reflecting to Understand Directing Elements of Success in the Lives of African American Men That Can Direct Young African American Males Toward Success. [Thesis]. California State University – East Bay; 2014. Available from: http://hdl.handle.net/10211.3/139288

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


University of Southern California

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

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 June 26, 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. 26 Jun 2019.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jun 26]. 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

15. -1124-2622. Exploring how third-grade African American children leverage academic discourse to engage in literate behaviors.

Degree: PhD, Reading Education, 2018, Texas Woman's University

 The purpose of this qualitative embedded multiple case study (Yin, 2003) was to explore the written and literate language structures, or the academic discourse features,… (more)

Subjects/Keywords: Academic Discourse African American Students

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APA (6th Edition):

-1124-2622. (2018). Exploring how third-grade African American children leverage academic discourse to engage in literate behaviors. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11013

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1124-2622. “Exploring how third-grade African American children leverage academic discourse to engage in literate behaviors.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed June 26, 2019. http://hdl.handle.net/11274/11013.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1124-2622. “Exploring how third-grade African American children leverage academic discourse to engage in literate behaviors.” 2018. Web. 26 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1124-2622. Exploring how third-grade African American children leverage academic discourse to engage in literate behaviors. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/11274/11013.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1124-2622. Exploring how third-grade African American children leverage academic discourse to engage in literate behaviors. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/11013

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

16. Christopher, Naomi. PERCEPTIONS OF AFRICAN AMERICAN COLLEGE STUDENTS ON THE EFFECT OF STUDENT MENTORSHIP PROGRAMS: A QUALITATIVE STUDY ON THE COLLEGE EXPERIENCES OF MINORITY STUDENTS.

Degree: Curriculum and Instruction, Department of, 2017, University of Houston

 Background: Disproportionate failure and health issues of African American students enrolled at institutions of higher learning has been the focus of much discourse. Studies converge… (more)

Subjects/Keywords: African American College Students

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

APA (6th Edition):

Christopher, N. (2017). PERCEPTIONS OF AFRICAN AMERICAN COLLEGE STUDENTS ON THE EFFECT OF STUDENT MENTORSHIP PROGRAMS: A QUALITATIVE STUDY ON THE COLLEGE EXPERIENCES OF MINORITY STUDENTS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1819

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):

Christopher, Naomi. “PERCEPTIONS OF AFRICAN AMERICAN COLLEGE STUDENTS ON THE EFFECT OF STUDENT MENTORSHIP PROGRAMS: A QUALITATIVE STUDY ON THE COLLEGE EXPERIENCES OF MINORITY STUDENTS.” 2017. Thesis, University of Houston. Accessed June 26, 2019. http://hdl.handle.net/10657/1819.

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

MLA Handbook (7th Edition):

Christopher, Naomi. “PERCEPTIONS OF AFRICAN AMERICAN COLLEGE STUDENTS ON THE EFFECT OF STUDENT MENTORSHIP PROGRAMS: A QUALITATIVE STUDY ON THE COLLEGE EXPERIENCES OF MINORITY STUDENTS.” 2017. Web. 26 Jun 2019.

Vancouver:

Christopher N. PERCEPTIONS OF AFRICAN AMERICAN COLLEGE STUDENTS ON THE EFFECT OF STUDENT MENTORSHIP PROGRAMS: A QUALITATIVE STUDY ON THE COLLEGE EXPERIENCES OF MINORITY STUDENTS. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10657/1819.

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

Council of Science Editors:

Christopher N. PERCEPTIONS OF AFRICAN AMERICAN COLLEGE STUDENTS ON THE EFFECT OF STUDENT MENTORSHIP PROGRAMS: A QUALITATIVE STUDY ON THE COLLEGE EXPERIENCES OF MINORITY STUDENTS. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1819

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


University of Minnesota

17. Whyte, Patricia Jones. Racial identity development of African American students during their first semester at a research University.

Degree: PhD, Educational Policy and Administration, 2013, University of Minnesota

 The purpose of this study is to examine the effects of background characteristics, initial interaction with the environment, and first-year experiences at a public, research… (more)

Subjects/Keywords: African American students; Racial identity

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APA (6th Edition):

Whyte, P. J. (2013). Racial identity development of African American students during their first semester at a research University. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159585

Chicago Manual of Style (16th Edition):

Whyte, Patricia Jones. “Racial identity development of African American students during their first semester at a research University.” 2013. Doctoral Dissertation, University of Minnesota. Accessed June 26, 2019. http://purl.umn.edu/159585.

MLA Handbook (7th Edition):

Whyte, Patricia Jones. “Racial identity development of African American students during their first semester at a research University.” 2013. Web. 26 Jun 2019.

Vancouver:

Whyte PJ. Racial identity development of African American students during their first semester at a research University. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Jun 26]. Available from: http://purl.umn.edu/159585.

Council of Science Editors:

Whyte PJ. Racial identity development of African American students during their first semester at a research University. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159585

18. Askew, Jessalyn Roberson. Embracing the text: reading achievement of African-American students-implications for educational leaders.

Degree: EdD, Educational Leadership, 2009, Clark University Atlanta

  National trends in reading indicate African-American students continue to perform lower than white students. Key findings from the 2005 Reading Report card show white… (more)

Subjects/Keywords: African-American students; Education

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APA (6th Edition):

Askew, J. R. (2009). Embracing the text: reading achievement of African-American students-implications for educational leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/48

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):

Askew, Jessalyn Roberson. “Embracing the text: reading achievement of African-American students-implications for educational leaders.” 2009. Thesis, Clark University Atlanta. Accessed June 26, 2019. http://digitalcommons.auctr.edu/dissertations/48.

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

MLA Handbook (7th Edition):

Askew, Jessalyn Roberson. “Embracing the text: reading achievement of African-American students-implications for educational leaders.” 2009. Web. 26 Jun 2019.

Vancouver:

Askew JR. Embracing the text: reading achievement of African-American students-implications for educational leaders. [Internet] [Thesis]. Clark University Atlanta; 2009. [cited 2019 Jun 26]. Available from: http://digitalcommons.auctr.edu/dissertations/48.

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

Council of Science Editors:

Askew JR. Embracing the text: reading achievement of African-American students-implications for educational leaders. [Thesis]. Clark University Atlanta; 2009. Available from: http://digitalcommons.auctr.edu/dissertations/48

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

19. Thompson, Donald Elwood. Concerns of Black Community College Women.

Degree: 1981, North Texas State University

 The problem of this study was to assess the concerns and locus of control of black women enrolled in an urban community college district and… (more)

Subjects/Keywords: community college students; African American women; female college student concerns; African American college students.; Women college students.; African American women.

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

APA (6th Edition):

Thompson, D. E. (1981). Concerns of Black Community College Women. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332295/

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):

Thompson, Donald Elwood. “Concerns of Black Community College Women.” 1981. Thesis, North Texas State University. Accessed June 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc332295/.

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

MLA Handbook (7th Edition):

Thompson, Donald Elwood. “Concerns of Black Community College Women.” 1981. Web. 26 Jun 2019.

Vancouver:

Thompson DE. Concerns of Black Community College Women. [Internet] [Thesis]. North Texas State University; 1981. [cited 2019 Jun 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332295/.

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

Council of Science Editors:

Thompson DE. Concerns of Black Community College Women. [Thesis]. North Texas State University; 1981. Available from: https://digital.library.unt.edu/ark:/67531/metadc332295/

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


Texas A&M University

20. Ogletree, Evelyn 1954-. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.

Degree: 2012, Texas A&M University

 The purpose of this qualitative study was to give voice to the experiences of African American female pastors of African American churches and their perceptions… (more)

Subjects/Keywords: African American Church; Black Female Oppression; Womanist; Black Feminist; Quadrouple Knot; Black Church; African American Female Pastors; African American Female Clergy; Black Female Pastors; Female Pastors

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APA (6th Edition):

Ogletree, E. 1. (2012). Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148281

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):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Thesis, Texas A&M University. Accessed June 26, 2019. http://hdl.handle.net/1969.1/148281.

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

MLA Handbook (7th Edition):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Web. 26 Jun 2019.

Vancouver:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1969.1/148281.

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

Council of Science Editors:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148281

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


Youngstown State University

21. Fleming, DaNine J. African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2007, Youngstown State University

  There is an expanding body of literature on the retention of students in higher education through programmatic efforts, but there is limited research on… (more)

Subjects/Keywords: African-American student retention; higher education/African-American students; African-American students perceptions; support programs/services; African-American students

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

APA (6th Edition):

Fleming, D. J. (2007). African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573

Chicago Manual of Style (16th Edition):

Fleming, DaNine J. “African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.” 2007. Doctoral Dissertation, Youngstown State University. Accessed June 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

MLA Handbook (7th Edition):

Fleming, DaNine J. “African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.” 2007. Web. 26 Jun 2019.

Vancouver:

Fleming DJ. African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions. [Internet] [Doctoral dissertation]. Youngstown State University; 2007. [cited 2019 Jun 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

Council of Science Editors:

Fleming DJ. African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions. [Doctoral Dissertation]. Youngstown State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573


Texas A&M University

22. Rose, Shirley A. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.

Degree: 2013, Texas A&M University

 The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of… (more)

Subjects/Keywords: African American Female Administrators; African American Female; High School Principals; Black High School Principals; African American High School Administrators

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APA (6th Edition):

Rose, S. A. (2013). An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149360

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):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Thesis, Texas A&M University. Accessed June 26, 2019. http://hdl.handle.net/1969.1/149360.

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

MLA Handbook (7th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Web. 26 Jun 2019.

Vancouver:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1969.1/149360.

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

Council of Science Editors:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149360

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


Iowa State University

23. Austin, Darryl. Challenges African-American Graduate Students Face at Iowa State University.

Degree: 2017, Iowa State University

African-American students continue to face high attrition rates in graduate education. The goal of this thesis project was to gauge perceptions of the challenges those… (more)

Subjects/Keywords: African-American Graduate Students; African-American retention; Social capital; African American Studies; Communication; Education

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APA (6th Edition):

Austin, D. (2017). Challenges African-American Graduate Students Face at Iowa State University. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15236

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):

Austin, Darryl. “Challenges African-American Graduate Students Face at Iowa State University.” 2017. Thesis, Iowa State University. Accessed June 26, 2019. https://lib.dr.iastate.edu/etd/15236.

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

MLA Handbook (7th Edition):

Austin, Darryl. “Challenges African-American Graduate Students Face at Iowa State University.” 2017. Web. 26 Jun 2019.

Vancouver:

Austin D. Challenges African-American Graduate Students Face at Iowa State University. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Jun 26]. Available from: https://lib.dr.iastate.edu/etd/15236.

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

Council of Science Editors:

Austin D. Challenges African-American Graduate Students Face at Iowa State University. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15236

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


Drexel University

24. Jones, Jacqueline Banks. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.

Degree: 2014, Drexel University

The purpose of this qualitative, phenomenological study will be to explore the lived experiences of African American adults about their perceptions of the potential influences… (more)

Subjects/Keywords: Education; African American parents; African American students; Urban schools

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APA (6th Edition):

Jones, J. B. (2014). Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6880

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, Jacqueline Banks. “Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.” 2014. Thesis, Drexel University. Accessed June 26, 2019. http://hdl.handle.net/1860/idea:6880.

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

MLA Handbook (7th Edition):

Jones, Jacqueline Banks. “Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.” 2014. Web. 26 Jun 2019.

Vancouver:

Jones JB. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1860/idea:6880.

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

Council of Science Editors:

Jones JB. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6880

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


Claremont Graduate University

25. Wood, Osie Leon, Jr. Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students.

Degree: PhD, School of Educational Studies, 2012, Claremont Graduate University

  One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education… (more)

Subjects/Keywords: African American youth; academic success; family; students; African American Studies; Education

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

APA (6th Edition):

Wood, Osie Leon, J. (2012). Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students. (Doctoral Dissertation). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/37

Chicago Manual of Style (16th Edition):

Wood, Osie Leon, Jr. “Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students.” 2012. Doctoral Dissertation, Claremont Graduate University. Accessed June 26, 2019. https://scholarship.claremont.edu/cgu_etd/37.

MLA Handbook (7th Edition):

Wood, Osie Leon, Jr. “Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students.” 2012. Web. 26 Jun 2019.

Vancouver:

Wood, Osie Leon J. Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students. [Internet] [Doctoral dissertation]. Claremont Graduate University; 2012. [cited 2019 Jun 26]. Available from: https://scholarship.claremont.edu/cgu_etd/37.

Council of Science Editors:

Wood, Osie Leon J. Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students. [Doctoral Dissertation]. Claremont Graduate University; 2012. Available from: https://scholarship.claremont.edu/cgu_etd/37


University of Oklahoma

26. Hughes, Quintin S. RELATIONSHIPS AMONG COMMUNITIES, IDENTITIES, AND ACADEMIC PERFORMANCE OF AFRICAN AMERICAN ENGINEERING UNDERGRADUATES.

Degree: PhD, 2011, University of Oklahoma

 To answer this question, student experiential narratives were interpreted through the lenses of community, Black identity, and engineering identity to better understand how these constructs… (more)

Subjects/Keywords: African American engineers; African American students; Multicultural education; Engineering – Education

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APA (6th Edition):

Hughes, Q. S. (2011). RELATIONSHIPS AMONG COMMUNITIES, IDENTITIES, AND ACADEMIC PERFORMANCE OF AFRICAN AMERICAN ENGINEERING UNDERGRADUATES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318869

Chicago Manual of Style (16th Edition):

Hughes, Quintin S. “RELATIONSHIPS AMONG COMMUNITIES, IDENTITIES, AND ACADEMIC PERFORMANCE OF AFRICAN AMERICAN ENGINEERING UNDERGRADUATES.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed June 26, 2019. http://hdl.handle.net/11244/318869.

MLA Handbook (7th Edition):

Hughes, Quintin S. “RELATIONSHIPS AMONG COMMUNITIES, IDENTITIES, AND ACADEMIC PERFORMANCE OF AFRICAN AMERICAN ENGINEERING UNDERGRADUATES.” 2011. Web. 26 Jun 2019.

Vancouver:

Hughes QS. RELATIONSHIPS AMONG COMMUNITIES, IDENTITIES, AND ACADEMIC PERFORMANCE OF AFRICAN AMERICAN ENGINEERING UNDERGRADUATES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/11244/318869.

Council of Science Editors:

Hughes QS. RELATIONSHIPS AMONG COMMUNITIES, IDENTITIES, AND ACADEMIC PERFORMANCE OF AFRICAN AMERICAN ENGINEERING UNDERGRADUATES. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318869

27. Ault, Stacey Michelle. Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  A gap exists in both research and practice when it comes to issues related to girls within the school-to-prison pipeline. Girls are also often… (more)

Subjects/Keywords: Black female students; Black girls; Post Traumatic Growth; Racism; School to prison pipeline; Youth Participatory Action Research; African American Studies; Education; Social Work

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APA (6th Edition):

Ault, S. M. (2017). Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/348

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):

Ault, Stacey Michelle. “Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline.” 2017. Thesis, University of San Francisco. Accessed June 26, 2019. https://repository.usfca.edu/diss/348.

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

MLA Handbook (7th Edition):

Ault, Stacey Michelle. “Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline.” 2017. Web. 26 Jun 2019.

Vancouver:

Ault SM. Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 26]. Available from: https://repository.usfca.edu/diss/348.

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

Council of Science Editors:

Ault SM. Queens Speak - A Youth Participatory Action Research Project: Exploring Critical Post-Traumatic Growth among Black Girls within the School to Prison Pipeline. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/348

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

28. Moncree-Moffett, Kareem T. Educating our African American students.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2013, University of Cincinnati

 The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban… (more)

Subjects/Keywords: Education; African-American; teachers; retired teachers; urban; students; female teachers

…Discussing why some African-American students fail in school, Ladson-Billings also notes that these… …intellectual development of each and every black child. In a study of African-American female… …help their African-American students learn. Tillman (2004) suggests, “These… …displays of 4 emotion, physical movement, and individuality. African-American students engage… …effective teachers of African-American students align their professional practices with their… 

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APA (6th Edition):

Moncree-Moffett, K. T. (2013). Educating our African American students. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448

Chicago Manual of Style (16th Edition):

Moncree-Moffett, Kareem T. “Educating our African American students.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed June 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.

MLA Handbook (7th Edition):

Moncree-Moffett, Kareem T. “Educating our African American students.” 2013. Web. 26 Jun 2019.

Vancouver:

Moncree-Moffett KT. Educating our African American students. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Jun 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.

Council of Science Editors:

Moncree-Moffett KT. Educating our African American students. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448


Georgia State University

29. Crim, Sharan Renee'. African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2007, Georgia State University

  The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy.… (more)

Subjects/Keywords: african american; eighth-grade; female students; perceptions and experiences; learners; science literacy; Education

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

APA (6th Edition):

Crim, S. R. (2007). African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/13

Chicago Manual of Style (16th Edition):

Crim, Sharan Renee'. “African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy.” 2007. Doctoral Dissertation, Georgia State University. Accessed June 26, 2019. https://scholarworks.gsu.edu/msit_diss/13.

MLA Handbook (7th Edition):

Crim, Sharan Renee'. “African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy.” 2007. Web. 26 Jun 2019.

Vancouver:

Crim SR. African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy. [Internet] [Doctoral dissertation]. Georgia State University; 2007. [cited 2019 Jun 26]. Available from: https://scholarworks.gsu.edu/msit_diss/13.

Council of Science Editors:

Crim SR. African American Eighth-Grade Female Students' Perceptions and Experiences as Learners of Science Literacy. [Doctoral Dissertation]. Georgia State University; 2007. Available from: https://scholarworks.gsu.edu/msit_diss/13


Mississippi State University

30. Walker-Bowen, Wanda. EFFECTIVE CAUCASIAN FEMALE TEACHERS OF AFRICAN AMERICAN STUDENTS.

Degree: PhD, Instructional Systems, Leadership, and Workforce Development, 2008, Mississippi State University

 The purpose of this multiple case study was to explore and analyze the nature of and rationale for classroom pedagogical and management strategies used by… (more)

Subjects/Keywords: culturally relevant pedagogy; African American students; classroom management; Caucasian female teacher

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

APA (6th Edition):

Walker-Bowen, W. (2008). EFFECTIVE CAUCASIAN FEMALE TEACHERS OF AFRICAN AMERICAN STUDENTS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-115905/ ;

Chicago Manual of Style (16th Edition):

Walker-Bowen, Wanda. “EFFECTIVE CAUCASIAN FEMALE TEACHERS OF AFRICAN AMERICAN STUDENTS.” 2008. Doctoral Dissertation, Mississippi State University. Accessed June 26, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-115905/ ;.

MLA Handbook (7th Edition):

Walker-Bowen, Wanda. “EFFECTIVE CAUCASIAN FEMALE TEACHERS OF AFRICAN AMERICAN STUDENTS.” 2008. Web. 26 Jun 2019.

Vancouver:

Walker-Bowen W. EFFECTIVE CAUCASIAN FEMALE TEACHERS OF AFRICAN AMERICAN STUDENTS. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2019 Jun 26]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-115905/ ;.

Council of Science Editors:

Walker-Bowen W. EFFECTIVE CAUCASIAN FEMALE TEACHERS OF AFRICAN AMERICAN STUDENTS. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-115905/ ;

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