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You searched for subject:(African American Girls). Showing records 1 – 30 of 90 total matches.

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University of Georgia

1. 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 October 14, 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. 14 Oct 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 Oct 14]. 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


University of Georgia

2. LASSITER, DAVIA ROSE. Parasocial interaction: that's so raven and the african american tween audience.

Degree: MA, Journalism and Mass Communication, 2006, University of Georgia

African American female tweens (ages 9-14) were found to engage in parasocial interaction with the main character on Disney’s top rated show That’s So Raven.… (more)

Subjects/Keywords: AFRICAN AMERICAN GIRLS

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APA (6th Edition):

LASSITER, D. R. (2006). Parasocial interaction: that's so raven and the african american tween audience. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lassiter_davia_r_200605_ma

Chicago Manual of Style (16th Edition):

LASSITER, DAVIA ROSE. “Parasocial interaction: that's so raven and the african american tween audience.” 2006. Masters Thesis, University of Georgia. Accessed October 14, 2019. http://purl.galileo.usg.edu/uga_etd/lassiter_davia_r_200605_ma.

MLA Handbook (7th Edition):

LASSITER, DAVIA ROSE. “Parasocial interaction: that's so raven and the african american tween audience.” 2006. Web. 14 Oct 2019.

Vancouver:

LASSITER DR. Parasocial interaction: that's so raven and the african american tween audience. [Internet] [Masters thesis]. University of Georgia; 2006. [cited 2019 Oct 14]. Available from: http://purl.galileo.usg.edu/uga_etd/lassiter_davia_r_200605_ma.

Council of Science Editors:

LASSITER DR. Parasocial interaction: that's so raven and the african american tween audience. [Masters Thesis]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/lassiter_davia_r_200605_ma


California State University – East Bay

3. Malloy, Corigan. What About The Girls? Exploring The Academic, Emotional and Social Mindset of Black Girls in Fifth Grade.

Degree: 2015, California State University – East Bay

 This study examines the academic, social, and emotional mindsets of ten fifth grade Black girls, who attend an urban public elementary school in Northern California.… (more)

Subjects/Keywords: Educational leadership; African American girls  – California  – Education

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APA (6th Edition):

Malloy, C. (2015). What About The Girls? Exploring The Academic, Emotional and Social Mindset of Black Girls in Fifth Grade. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/147699

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):

Malloy, Corigan. “What About The Girls? Exploring The Academic, Emotional and Social Mindset of Black Girls in Fifth Grade.” 2015. Thesis, California State University – East Bay. Accessed October 14, 2019. http://hdl.handle.net/10211.3/147699.

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

MLA Handbook (7th Edition):

Malloy, Corigan. “What About The Girls? Exploring The Academic, Emotional and Social Mindset of Black Girls in Fifth Grade.” 2015. Web. 14 Oct 2019.

Vancouver:

Malloy C. What About The Girls? Exploring The Academic, Emotional and Social Mindset of Black Girls in Fifth Grade. [Internet] [Thesis]. California State University – East Bay; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10211.3/147699.

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

Council of Science Editors:

Malloy C. What About The Girls? Exploring The Academic, Emotional and Social Mindset of Black Girls in Fifth Grade. [Thesis]. California State University – East Bay; 2015. Available from: http://hdl.handle.net/10211.3/147699

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


Virginia Commonwealth University

4. Berry, Brittany. What's the 411 on Sex in the African American Church? A Qualitative Exploration of African American Girls' Exposure to Sex Communication in the Church.

Degree: PhD, Psychology, 2017, Virginia Commonwealth University

  WHAT’S THE 411 ON SEX IN THE AFRICAN AMERICAN CHURCH? A QUALITATIVE EXPLORATION OF AFRICAN AMERICAN GIRLS’ EXPOSURE TO SEX COMMUNICATION IN THE CHURCH… (more)

Subjects/Keywords: sex; religion. girls; African American; Developmental Psychology

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APA (6th Edition):

Berry, B. (2017). What's the 411 on Sex in the African American Church? A Qualitative Exploration of African American Girls' Exposure to Sex Communication in the Church. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5187

Chicago Manual of Style (16th Edition):

Berry, Brittany. “What's the 411 on Sex in the African American Church? A Qualitative Exploration of African American Girls' Exposure to Sex Communication in the Church.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 14, 2019. https://scholarscompass.vcu.edu/etd/5187.

MLA Handbook (7th Edition):

Berry, Brittany. “What's the 411 on Sex in the African American Church? A Qualitative Exploration of African American Girls' Exposure to Sex Communication in the Church.” 2017. Web. 14 Oct 2019.

Vancouver:

Berry B. What's the 411 on Sex in the African American Church? A Qualitative Exploration of African American Girls' Exposure to Sex Communication in the Church. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Oct 14]. Available from: https://scholarscompass.vcu.edu/etd/5187.

Council of Science Editors:

Berry B. What's the 411 on Sex in the African American Church? A Qualitative Exploration of African American Girls' Exposure to Sex Communication in the Church. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/5187


University of Illinois – Urbana-Champaign

5. Burk, Brooke N. African American girls' perceptions of health, obesity and recreation.

Degree: PhD, 4043, 2011, University of Illinois – Urbana-Champaign

 Obesity and inactivity rates of African American girls are high. However, little research has been conducted that examines how girls conceptualize health, recreation and obesity.… (more)

Subjects/Keywords: African American; girls; youth; health; obesity; recreation

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APA (6th Edition):

Burk, B. N. (2011). African American girls' perceptions of health, obesity and recreation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26169

Chicago Manual of Style (16th Edition):

Burk, Brooke N. “African American girls' perceptions of health, obesity and recreation.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 14, 2019. http://hdl.handle.net/2142/26169.

MLA Handbook (7th Edition):

Burk, Brooke N. “African American girls' perceptions of health, obesity and recreation.” 2011. Web. 14 Oct 2019.

Vancouver:

Burk BN. African American girls' perceptions of health, obesity and recreation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/2142/26169.

Council of Science Editors:

Burk BN. African American girls' perceptions of health, obesity and recreation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26169


University of Illinois – Urbana-Champaign

6. Fuller-Hamilton, Asia Nicole. Examining intersectional invisibility of African American girls in high school Advanced Placement classrooms.

Degree: PhD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 Advanced Placement (AP) classes offer several post-secondary benefits for students who enroll in them, including increased college enrollment rates, reduced cost of attendance due to… (more)

Subjects/Keywords: Advanced Placement; Intersectional invisibility; African American; Girls

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APA (6th Edition):

Fuller-Hamilton, A. N. (2017). Examining intersectional invisibility of African American girls in high school Advanced Placement classrooms. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97757

Chicago Manual of Style (16th Edition):

Fuller-Hamilton, Asia Nicole. “Examining intersectional invisibility of African American girls in high school Advanced Placement classrooms.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 14, 2019. http://hdl.handle.net/2142/97757.

MLA Handbook (7th Edition):

Fuller-Hamilton, Asia Nicole. “Examining intersectional invisibility of African American girls in high school Advanced Placement classrooms.” 2017. Web. 14 Oct 2019.

Vancouver:

Fuller-Hamilton AN. Examining intersectional invisibility of African American girls in high school Advanced Placement classrooms. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/2142/97757.

Council of Science Editors:

Fuller-Hamilton AN. Examining intersectional invisibility of African American girls in high school Advanced Placement classrooms. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97757


Texas A&M University

7. Lea, Jemimah. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.

Degree: 2013, Texas A&M University

 The purpose of this study was to provide an exploratory analysis of African American females achievement on the National Assessment of Educational Progress (NAEP) within… (more)

Subjects/Keywords: African American Females; African American Girls; Black Females; Black Girls; Achievement Gap; Academic Achievement; NAEP

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APA (6th Edition):

Lea, J. (2013). Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149581

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):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Thesis, Texas A&M University. Accessed October 14, 2019. http://hdl.handle.net/1969.1/149581.

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

MLA Handbook (7th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Web. 14 Oct 2019.

Vancouver:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1969.1/149581.

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

Council of Science Editors:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149581

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


Kent State University

8. Ellington, Tameka Nicole. Dress and Self-Efficacy as They Relate to the Academic Achievement and Future Goals of Inner-city, African American High School Girls.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2011, Kent State University

  The purpose of this qualitative study was to understand the association between dress, self-efficacy, and academic achievement for inner-city, African American high school girls.… (more)

Subjects/Keywords: African American Studies; African American girls; dress; self-efficacy

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APA (6th Edition):

Ellington, T. N. (2011). Dress and Self-Efficacy as They Relate to the Academic Achievement and Future Goals of Inner-city, African American High School Girls. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1305141926

Chicago Manual of Style (16th Edition):

Ellington, Tameka Nicole. “Dress and Self-Efficacy as They Relate to the Academic Achievement and Future Goals of Inner-city, African American High School Girls.” 2011. Doctoral Dissertation, Kent State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1305141926.

MLA Handbook (7th Edition):

Ellington, Tameka Nicole. “Dress and Self-Efficacy as They Relate to the Academic Achievement and Future Goals of Inner-city, African American High School Girls.” 2011. Web. 14 Oct 2019.

Vancouver:

Ellington TN. Dress and Self-Efficacy as They Relate to the Academic Achievement and Future Goals of Inner-city, African American High School Girls. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1305141926.

Council of Science Editors:

Ellington TN. Dress and Self-Efficacy as They Relate to the Academic Achievement and Future Goals of Inner-city, African American High School Girls. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1305141926


UCLA

9. 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 October 14, 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. 14 Oct 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 Oct 14]. 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

10. Huff, Krystal. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in… (more)

Subjects/Keywords: African American girls; Black girls; Critical mentoring; Mentoring; Mentorship; Support services; African American Studies; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Huff, K. (2019). Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/804

Chicago Manual of Style (16th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed October 14, 2019. https://digitalcommons.lmu.edu/etd/804.

MLA Handbook (7th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Web. 14 Oct 2019.

Vancouver:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2019 Oct 14]. Available from: https://digitalcommons.lmu.edu/etd/804.

Council of Science Editors:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/804


Temple University

11. Odumosu, LaRetha Cherise Powell. Why Do Smart Black Girls Get In Trouble?.

Degree: PhD, 2015, Temple University

Urban Education

The question of why smart Black girls get in trouble is in need of an answer, particularly when the answer is provided from… (more)

Subjects/Keywords: Education; African American studies; Gender studies;

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APA (6th Edition):

Odumosu, L. C. P. (2015). Why Do Smart Black Girls Get In Trouble?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,342420

Chicago Manual of Style (16th Edition):

Odumosu, LaRetha Cherise Powell. “Why Do Smart Black Girls Get In Trouble?.” 2015. Doctoral Dissertation, Temple University. Accessed October 14, 2019. http://digital.library.temple.edu/u?/p245801coll10,342420.

MLA Handbook (7th Edition):

Odumosu, LaRetha Cherise Powell. “Why Do Smart Black Girls Get In Trouble?.” 2015. Web. 14 Oct 2019.

Vancouver:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Oct 14]. Available from: http://digital.library.temple.edu/u?/p245801coll10,342420.

Council of Science Editors:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,342420


Drexel University

12. Pitts, Lauren D. Dads & Daughters: Understanding the African American Fathers’ Perceived Influences on Their Daughters’ Academic Experiences and Educational Outcomes.

Degree: 2017, Drexel University

This dissertation used a microsystemic analysis approach to explore the experience of five African American fathers and their perceived influences on their daughter’s academic experiences… (more)

Subjects/Keywords: Educational leadership; School management and organization; African American girls; African American fathers; Education – Parent participation

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APA (6th Edition):

Pitts, L. D. (2017). Dads & Daughters: Understanding the African American Fathers’ Perceived Influences on Their Daughters’ Academic Experiences and Educational Outcomes. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7786

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):

Pitts, Lauren D. “Dads & Daughters: Understanding the African American Fathers’ Perceived Influences on Their Daughters’ Academic Experiences and Educational Outcomes.” 2017. Thesis, Drexel University. Accessed October 14, 2019. http://hdl.handle.net/1860/idea:7786.

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

MLA Handbook (7th Edition):

Pitts, Lauren D. “Dads & Daughters: Understanding the African American Fathers’ Perceived Influences on Their Daughters’ Academic Experiences and Educational Outcomes.” 2017. Web. 14 Oct 2019.

Vancouver:

Pitts LD. Dads & Daughters: Understanding the African American Fathers’ Perceived Influences on Their Daughters’ Academic Experiences and Educational Outcomes. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1860/idea:7786.

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

Council of Science Editors:

Pitts LD. Dads & Daughters: Understanding the African American Fathers’ Perceived Influences on Their Daughters’ Academic Experiences and Educational Outcomes. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7786

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


University of Rochester

13. Nelson, LaRon E. Influence of Sexual Partner Type on Condom-Use Decision Making by Black Adolescent Mothers.

Degree: PhD, 2010, University of Rochester

 Rates of human immunodeficiency virus and other sexually transmitted infections continue to increase among Black adolescent girls. Condom use among adolescent girls occurs more often… (more)

Subjects/Keywords: Adolescent Girls; Condom Use; Teen Pregnancy; HIV Prevention; Focus Groups; STD Prevention; African American Girls

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APA (6th Edition):

Nelson, L. E. (2010). Influence of Sexual Partner Type on Condom-Use Decision Making by Black Adolescent Mothers. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/9838

Chicago Manual of Style (16th Edition):

Nelson, LaRon E. “Influence of Sexual Partner Type on Condom-Use Decision Making by Black Adolescent Mothers.” 2010. Doctoral Dissertation, University of Rochester. Accessed October 14, 2019. http://hdl.handle.net/1802/9838.

MLA Handbook (7th Edition):

Nelson, LaRon E. “Influence of Sexual Partner Type on Condom-Use Decision Making by Black Adolescent Mothers.” 2010. Web. 14 Oct 2019.

Vancouver:

Nelson LE. Influence of Sexual Partner Type on Condom-Use Decision Making by Black Adolescent Mothers. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1802/9838.

Council of Science Editors:

Nelson LE. Influence of Sexual Partner Type on Condom-Use Decision Making by Black Adolescent Mothers. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/9838


Xavier University

14. Jones, Bianca M. The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls.

Degree: Doctor of Psychology (Psy.D.), Psychology, 2012, Xavier University

African American females are confronted with several risk factors as they progress through adolescence including barriers to their academic success (Crosnoe & Elder, 2004). Thirty-three… (more)

Subjects/Keywords: Social Psychology; African American Studies; African American girls; African American teenagers; blacks - race identity; academic achievement

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APA (6th Edition):

Jones, B. M. (2012). The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls. (Doctoral Dissertation). Xavier University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396354303

Chicago Manual of Style (16th Edition):

Jones, Bianca M. “The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls.” 2012. Doctoral Dissertation, Xavier University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396354303.

MLA Handbook (7th Edition):

Jones, Bianca M. “The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls.” 2012. Web. 14 Oct 2019.

Vancouver:

Jones BM. The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls. [Internet] [Doctoral dissertation]. Xavier University; 2012. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396354303.

Council of Science Editors:

Jones BM. The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls. [Doctoral Dissertation]. Xavier University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396354303


University of Minnesota

15. Ross, Sherise Eunique Jean. African American girls using individual values, experiences, and text to discuss social issues.

Degree: MA, Education, Curriculum & Intstruction, 2010, University of Minnesota

University of Minnesota M.A. thesis. July 2010. Major: Education, Curriculum & Intstruction. Advisor: Lee Galda. 1 computer file (PDF); v, 74 pages, appendices A-C.

This… (more)

Subjects/Keywords: Values; African American girls; Read; Life connections; Education, Curriculum & Intstruction

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

APA (6th Edition):

Ross, S. E. J. (2010). African American girls using individual values, experiences, and text to discuss social issues. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/93633

Chicago Manual of Style (16th Edition):

Ross, Sherise Eunique Jean. “African American girls using individual values, experiences, and text to discuss social issues.” 2010. Masters Thesis, University of Minnesota. Accessed October 14, 2019. http://purl.umn.edu/93633.

MLA Handbook (7th Edition):

Ross, Sherise Eunique Jean. “African American girls using individual values, experiences, and text to discuss social issues.” 2010. Web. 14 Oct 2019.

Vancouver:

Ross SEJ. African American girls using individual values, experiences, and text to discuss social issues. [Internet] [Masters thesis]. University of Minnesota; 2010. [cited 2019 Oct 14]. Available from: http://purl.umn.edu/93633.

Council of Science Editors:

Ross SEJ. African American girls using individual values, experiences, and text to discuss social issues. [Masters Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/93633


Virginia Commonwealth University

16. Pope, Michell. NOBODY’S PERFECT: A QUALITATIVE EXAMINATION OF AFRICAN AMERICAN CAREGIVERS AND THEIR ADOLESCENT DAUGHTERS’ PERCEPTIONS OF ADOLESCENT GIRLS’ BODY IMAGE.

Degree: MS, Psychology, 2012, Virginia Commonwealth University

 The increasingly high rates of body dissatisfaction among adolescent girls are alarming. Research suggests that cultural norms emphasizing thinness and unrealistic standards of beauty may… (more)

Subjects/Keywords: Body Image; African American girls; Psychology; Social and Behavioral Sciences

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APA (6th Edition):

Pope, M. (2012). NOBODY’S PERFECT: A QUALITATIVE EXAMINATION OF AFRICAN AMERICAN CAREGIVERS AND THEIR ADOLESCENT DAUGHTERS’ PERCEPTIONS OF ADOLESCENT GIRLS’ BODY IMAGE. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/447

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):

Pope, Michell. “NOBODY’S PERFECT: A QUALITATIVE EXAMINATION OF AFRICAN AMERICAN CAREGIVERS AND THEIR ADOLESCENT DAUGHTERS’ PERCEPTIONS OF ADOLESCENT GIRLS’ BODY IMAGE.” 2012. Thesis, Virginia Commonwealth University. Accessed October 14, 2019. https://scholarscompass.vcu.edu/etd/447.

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

MLA Handbook (7th Edition):

Pope, Michell. “NOBODY’S PERFECT: A QUALITATIVE EXAMINATION OF AFRICAN AMERICAN CAREGIVERS AND THEIR ADOLESCENT DAUGHTERS’ PERCEPTIONS OF ADOLESCENT GIRLS’ BODY IMAGE.” 2012. Web. 14 Oct 2019.

Vancouver:

Pope M. NOBODY’S PERFECT: A QUALITATIVE EXAMINATION OF AFRICAN AMERICAN CAREGIVERS AND THEIR ADOLESCENT DAUGHTERS’ PERCEPTIONS OF ADOLESCENT GIRLS’ BODY IMAGE. [Internet] [Thesis]. Virginia Commonwealth University; 2012. [cited 2019 Oct 14]. Available from: https://scholarscompass.vcu.edu/etd/447.

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

Council of Science Editors:

Pope M. NOBODY’S PERFECT: A QUALITATIVE EXAMINATION OF AFRICAN AMERICAN CAREGIVERS AND THEIR ADOLESCENT DAUGHTERS’ PERCEPTIONS OF ADOLESCENT GIRLS’ BODY IMAGE. [Thesis]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/447

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


University of Minnesota

17. Ross, Sherise Eunique Jean. African American girls using individual values, experiences, and text to discuss social issues.

Degree: MA, Education, Curriculum & Intstruction, 2010, University of Minnesota

 This study investigates readers‟ use of text and discussion to understand unjust topics. In this study, four African American girls who have experienced the effects… (more)

Subjects/Keywords: Values; African American girls; Read; Life connections; Education, Curriculum & Intstruction

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

APA (6th Edition):

Ross, S. E. J. (2010). African American girls using individual values, experiences, and text to discuss social issues. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/93633

Chicago Manual of Style (16th Edition):

Ross, Sherise Eunique Jean. “African American girls using individual values, experiences, and text to discuss social issues.” 2010. Masters Thesis, University of Minnesota. Accessed October 14, 2019. http://purl.umn.edu/93633.

MLA Handbook (7th Edition):

Ross, Sherise Eunique Jean. “African American girls using individual values, experiences, and text to discuss social issues.” 2010. Web. 14 Oct 2019.

Vancouver:

Ross SEJ. African American girls using individual values, experiences, and text to discuss social issues. [Internet] [Masters thesis]. University of Minnesota; 2010. [cited 2019 Oct 14]. Available from: http://purl.umn.edu/93633.

Council of Science Editors:

Ross SEJ. African American girls using individual values, experiences, and text to discuss social issues. [Masters Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/93633


Columbia University

18. Nguyen, Kenny. Moving Towards a More Inclusive Reintegration: The Case of Demobilized Afro-Colombian Girl Child Soldiers.

Degree: 2019, Columbia University

 Colombia’s conflict started in 1964 and spanned over 50 years, until former President Juan Manuel Santos signed a peace deal that formally ended the conflict… (more)

Subjects/Keywords: Human rights; Veteran reintegration; Child soldiers; African American girls

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APA (6th Edition):

Nguyen, K. (2019). Moving Towards a More Inclusive Reintegration: The Case of Demobilized Afro-Colombian Girl Child Soldiers. (Masters Thesis). Columbia University. Retrieved from https://doi.org/10.7916/d8-7wry-2y58

Chicago Manual of Style (16th Edition):

Nguyen, Kenny. “Moving Towards a More Inclusive Reintegration: The Case of Demobilized Afro-Colombian Girl Child Soldiers.” 2019. Masters Thesis, Columbia University. Accessed October 14, 2019. https://doi.org/10.7916/d8-7wry-2y58.

MLA Handbook (7th Edition):

Nguyen, Kenny. “Moving Towards a More Inclusive Reintegration: The Case of Demobilized Afro-Colombian Girl Child Soldiers.” 2019. Web. 14 Oct 2019.

Vancouver:

Nguyen K. Moving Towards a More Inclusive Reintegration: The Case of Demobilized Afro-Colombian Girl Child Soldiers. [Internet] [Masters thesis]. Columbia University; 2019. [cited 2019 Oct 14]. Available from: https://doi.org/10.7916/d8-7wry-2y58.

Council of Science Editors:

Nguyen K. Moving Towards a More Inclusive Reintegration: The Case of Demobilized Afro-Colombian Girl Child Soldiers. [Masters Thesis]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-7wry-2y58


Michigan State University

19. Carey, Carleen. "Readin' sistahs after school : counterstories from an all black girl book club".

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction and Teacher Education 2015

This study uses ethnographic tools to analyze one after-school Black girl book club.… (more)

Subjects/Keywords: African American girls – Books and reading – Michigan; African American girls – Race identity – Michigan; African American girls – Michigan – Social conditions; African American women in literature; Literacy – Social aspects – Michigan; Gender identity – Michigan; Identity (Psychology) in youth; Education; Teacher education; African American studies

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

APA (6th Edition):

Carey, C. (2015). "Readin' sistahs after school : counterstories from an all black girl book club". (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3355

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):

Carey, Carleen. “"Readin' sistahs after school : counterstories from an all black girl book club".” 2015. Thesis, Michigan State University. Accessed October 14, 2019. http://etd.lib.msu.edu/islandora/object/etd:3355.

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

MLA Handbook (7th Edition):

Carey, Carleen. “"Readin' sistahs after school : counterstories from an all black girl book club".” 2015. Web. 14 Oct 2019.

Vancouver:

Carey C. "Readin' sistahs after school : counterstories from an all black girl book club". [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Oct 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3355.

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

Council of Science Editors:

Carey C. "Readin' sistahs after school : counterstories from an all black girl book club". [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3355

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


Bowling Green State University

20. McKinstry , Tashlai. Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University

 This phenomenological study examines African American female student perceptions of the factors in a youth leadership program that contributed to their academic success, personal growth,… (more)

Subjects/Keywords: Educational Leadership; Education; African American girls; African American leadership; youth development and African American girls; youth leadership development; Im A STAR Program

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APA (6th Edition):

McKinstry , T. (2018). Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559

Chicago Manual of Style (16th Edition):

McKinstry , Tashlai. “Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559.

MLA Handbook (7th Edition):

McKinstry , Tashlai. “Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination.” 2018. Web. 14 Oct 2019.

Vancouver:

McKinstry T. Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559.

Council of Science Editors:

McKinstry T. Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559


Columbia University

21. Hood, Mia. "We Flawless": Black and Latina Adolescent Girls' Readings of Femininity in Pop Culture.

Degree: 2018, Columbia University

 This study discusses how adolescent Black and Latina girls read the femininities made available in pop culture texts and how they take up those femininities… (more)

Subjects/Keywords: Education; Femininity in popular culture; Women – Identity; Hispanic American teenage girls; African American teenage girls; Feminism

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

APA (6th Edition):

Hood, M. (2018). "We Flawless": Black and Latina Adolescent Girls' Readings of Femininity in Pop Culture. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8ZK705G

Chicago Manual of Style (16th Edition):

Hood, Mia. “"We Flawless": Black and Latina Adolescent Girls' Readings of Femininity in Pop Culture.” 2018. Doctoral Dissertation, Columbia University. Accessed October 14, 2019. https://doi.org/10.7916/D8ZK705G.

MLA Handbook (7th Edition):

Hood, Mia. “"We Flawless": Black and Latina Adolescent Girls' Readings of Femininity in Pop Culture.” 2018. Web. 14 Oct 2019.

Vancouver:

Hood M. "We Flawless": Black and Latina Adolescent Girls' Readings of Femininity in Pop Culture. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 14]. Available from: https://doi.org/10.7916/D8ZK705G.

Council of Science Editors:

Hood M. "We Flawless": Black and Latina Adolescent Girls' Readings of Femininity in Pop Culture. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8ZK705G


University of Kansas

22. Hill, DaMaris B. Willows in the Spring.

Degree: PhD, English, 2012, University of Kansas

 In her lecture on February 7, 2012, Angela Y. Davis summarized the peculiar history of feminism as one that revealed "continuity and ruptures" between individuals,… (more)

Subjects/Keywords: American literature; African American studies; Women's studies; Feminism; Girls industrial school; Jazz; Kansas; Spring; Willows

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APA (6th Edition):

Hill, D. B. (2012). Willows in the Spring. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10460

Chicago Manual of Style (16th Edition):

Hill, DaMaris B. “Willows in the Spring.” 2012. Doctoral Dissertation, University of Kansas. Accessed October 14, 2019. http://hdl.handle.net/1808/10460.

MLA Handbook (7th Edition):

Hill, DaMaris B. “Willows in the Spring.” 2012. Web. 14 Oct 2019.

Vancouver:

Hill DB. Willows in the Spring. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1808/10460.

Council of Science Editors:

Hill DB. Willows in the Spring. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10460


University of California – Berkeley

23. Ross, Kihana Miraya. Black girls speak: Struggling, reimagining, and becoming in schools.

Degree: Education, 2016, University of California – Berkeley

 The current historical moment is marked by extreme forms of racialized violence, antiblackness, and political repression on the one hand, and a surge of highly-energized,… (more)

Subjects/Keywords: Education; African American studies; Gender studies; African American Education; Antiblackness; Black Girls; Black space; Race; racism; racialization; Urban Education

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APA (6th Edition):

Ross, K. M. (2016). Black girls speak: Struggling, reimagining, and becoming in schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9q5224ft

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):

Ross, Kihana Miraya. “Black girls speak: Struggling, reimagining, and becoming in schools.” 2016. Thesis, University of California – Berkeley. Accessed October 14, 2019. http://www.escholarship.org/uc/item/9q5224ft.

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

MLA Handbook (7th Edition):

Ross, Kihana Miraya. “Black girls speak: Struggling, reimagining, and becoming in schools.” 2016. Web. 14 Oct 2019.

Vancouver:

Ross KM. Black girls speak: Struggling, reimagining, and becoming in schools. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Oct 14]. Available from: http://www.escholarship.org/uc/item/9q5224ft.

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

Council of Science Editors:

Ross KM. Black girls speak: Struggling, reimagining, and becoming in schools. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/9q5224ft

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


Michigan State University

24. Muller, Shirley A. B. (Muller, Shirley Ann B.,). Niara's story, a repressed impulse for artistry : reflections on staying in school or dropping out by middle school, African-American girls in an urban setting.

Degree: PhD, Department of Teacher Education, 1993, Michigan State University

Subjects/Keywords: African American girls – Attitudes; African American dropouts; Educational change

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APA (6th Edition):

Muller, Shirley A. B. (Muller, S. A. B. ,. (1993). Niara's story, a repressed impulse for artistry : reflections on staying in school or dropping out by middle school, African-American girls in an urban setting. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25430

Chicago Manual of Style (16th Edition):

Muller, Shirley A. B. (Muller, Shirley Ann B ,). “Niara's story, a repressed impulse for artistry : reflections on staying in school or dropping out by middle school, African-American girls in an urban setting.” 1993. Doctoral Dissertation, Michigan State University. Accessed October 14, 2019. http://etd.lib.msu.edu/islandora/object/etd:25430.

MLA Handbook (7th Edition):

Muller, Shirley A. B. (Muller, Shirley Ann B ,). “Niara's story, a repressed impulse for artistry : reflections on staying in school or dropping out by middle school, African-American girls in an urban setting.” 1993. Web. 14 Oct 2019.

Vancouver:

Muller, Shirley A. B. (Muller SAB,. Niara's story, a repressed impulse for artistry : reflections on staying in school or dropping out by middle school, African-American girls in an urban setting. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2019 Oct 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25430.

Council of Science Editors:

Muller, Shirley A. B. (Muller SAB,. Niara's story, a repressed impulse for artistry : reflections on staying in school or dropping out by middle school, African-American girls in an urban setting. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:25430


University of Southern California

25. Derbigny, La Tonya Renee. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.

Degree: EdD, Education, 2011, University of Southern California

 This quantitative study examined the relationship of racial identity, stereotype subscription, and perceived environmental expectations to academic achievement in 134 adolescent African-American girls. Students from… (more)

Subjects/Keywords: achievement; academic achievement; African-American girls; black adolescents; black girls; expectations; racial identity; race; identity; stereotype; quantitative; CST; environmental expectations

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

APA (6th Edition):

Derbigny, L. T. R. (2011). The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160

Chicago Manual of Style (16th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

MLA Handbook (7th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Web. 14 Oct 2019.

Vancouver:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

Council of Science Editors:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160


Penn State University

26. Davis, Melvette Melvin. Daughters Reading and Responding to African American Young Adult Literature: The Umoja Book Club.

Degree: PhD, English, 2009, Penn State University

 This dissertation details efforts undertaken by the researcher to address a group of African American adolescent girls’ need for positive role models and Black female-centered… (more)

Subjects/Keywords: African American literature; literacy; adolescent girls; reader-response; book clubs; young adult literature

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APA (6th Edition):

Davis, M. M. (2009). Daughters Reading and Responding to African American Young Adult Literature: The Umoja Book Club. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9338

Chicago Manual of Style (16th Edition):

Davis, Melvette Melvin. “Daughters Reading and Responding to African American Young Adult Literature: The Umoja Book Club.” 2009. Doctoral Dissertation, Penn State University. Accessed October 14, 2019. https://etda.libraries.psu.edu/catalog/9338.

MLA Handbook (7th Edition):

Davis, Melvette Melvin. “Daughters Reading and Responding to African American Young Adult Literature: The Umoja Book Club.” 2009. Web. 14 Oct 2019.

Vancouver:

Davis MM. Daughters Reading and Responding to African American Young Adult Literature: The Umoja Book Club. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Oct 14]. Available from: https://etda.libraries.psu.edu/catalog/9338.

Council of Science Editors:

Davis MM. Daughters Reading and Responding to African American Young Adult Literature: The Umoja Book Club. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9338


Iowa State University

27. Angton, Alexia. Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females.

Degree: 2017, Iowa State University

 Over the past decade, an increasing number of scholars have begun to explore the link between experiences of interpersonal racial discrimination and an increased risk… (more)

Subjects/Keywords: african american girls; black feminist criminology; ethnic racial socialization; Criminology; Criminology and Criminal Justice; Sociology

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

APA (6th Edition):

Angton, A. (2017). Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15248

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):

Angton, Alexia. “Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females.” 2017. Thesis, Iowa State University. Accessed October 14, 2019. https://lib.dr.iastate.edu/etd/15248.

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

MLA Handbook (7th Edition):

Angton, Alexia. “Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females.” 2017. Web. 14 Oct 2019.

Vancouver:

Angton A. Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Oct 14]. Available from: https://lib.dr.iastate.edu/etd/15248.

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

Council of Science Editors:

Angton A. Black feminist criminology in action: A study of racial discrimination, ethnic-racial socialization, and offending among African American females. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15248

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


Eastern Michigan University

28. Hinds, Beverley Fiona. A study of the experience of female African-American seventh graders in a science, technology, engineering, and math (STEM) afterschool program.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2014, Eastern Michigan University

  The purpose of this qualitative study was to determine what inspires or leads seventh-grade African-American girls toward an interest in STEM, to characterize and… (more)

Subjects/Keywords: African American Girls; After School Program; Identity; Middle School; Qualitative; STEM; Counseling; Education

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APA (6th Edition):

Hinds, B. F. (2014). A study of the experience of female African-American seventh graders in a science, technology, engineering, and math (STEM) afterschool program. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/822

Chicago Manual of Style (16th Edition):

Hinds, Beverley Fiona. “A study of the experience of female African-American seventh graders in a science, technology, engineering, and math (STEM) afterschool program.” 2014. Doctoral Dissertation, Eastern Michigan University. Accessed October 14, 2019. http://commons.emich.edu/theses/822.

MLA Handbook (7th Edition):

Hinds, Beverley Fiona. “A study of the experience of female African-American seventh graders in a science, technology, engineering, and math (STEM) afterschool program.” 2014. Web. 14 Oct 2019.

Vancouver:

Hinds BF. A study of the experience of female African-American seventh graders in a science, technology, engineering, and math (STEM) afterschool program. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2014. [cited 2019 Oct 14]. Available from: http://commons.emich.edu/theses/822.

Council of Science Editors:

Hinds BF. A study of the experience of female African-American seventh graders in a science, technology, engineering, and math (STEM) afterschool program. [Doctoral Dissertation]. Eastern Michigan University; 2014. Available from: http://commons.emich.edu/theses/822

29. Hope Harness, Latonya. A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, Clark University Atlanta

  The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program… (more)

Subjects/Keywords: African American girls; Mississippi; High School; Graduation; Drop-out; Retention; Educational Leadership

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

APA (6th Edition):

Hope Harness, L. (2019). A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/194

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):

Hope Harness, Latonya. “A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement.” 2019. Thesis, Clark University Atlanta. Accessed October 14, 2019. http://digitalcommons.auctr.edu/cauetds/194.

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

MLA Handbook (7th Edition):

Hope Harness, Latonya. “A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement.” 2019. Web. 14 Oct 2019.

Vancouver:

Hope Harness L. A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement. [Internet] [Thesis]. Clark University Atlanta; 2019. [cited 2019 Oct 14]. Available from: http://digitalcommons.auctr.edu/cauetds/194.

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

Council of Science Editors:

Hope Harness L. A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement. [Thesis]. Clark University Atlanta; 2019. Available from: http://digitalcommons.auctr.edu/cauetds/194

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


University of Wisconsin – Milwaukee

30. Edwards, Crystal Latanya. Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities.

Degree: PhD, Africology, 2017, University of Wisconsin – Milwaukee

  While intra-racial-group comparisons have lead scholars to argue that Black girls are succeeding academically and therefore require less explicit focus in educational research, there… (more)

Subjects/Keywords: Africology; Black Girls; Decolonial Theory; Education; Experience; Narrative; African American Studies; Education; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Edwards, C. L. (2017). Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1464

Chicago Manual of Style (16th Edition):

Edwards, Crystal Latanya. “Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed October 14, 2019. https://dc.uwm.edu/etd/1464.

MLA Handbook (7th Edition):

Edwards, Crystal Latanya. “Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities.” 2017. Web. 14 Oct 2019.

Vancouver:

Edwards CL. Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Oct 14]. Available from: https://dc.uwm.edu/etd/1464.

Council of Science Editors:

Edwards CL. Her-Story: Black, Middle-school Girls Exploring Their Intersectional Identities. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1464

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