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You searched for subject:(African American High School Administrators). Showing records 1 – 30 of 105982 total matches.

[1] [2] [3] [4] [5] … [3533]

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Texas A&M University

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

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 17, 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. 17 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 17]. 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


University of North Carolina – Greensboro

2. Short, Ashauna Renee. African American female school district leaders: their career experiences and support systems.

Degree: 2015, University of North Carolina – Greensboro

 Since the late 1980s, there has been research on the topic of female superintendents that has addressed white women and minority women alike; however, research… (more)

Subjects/Keywords: African American school superintendents; African American school administrators; Women school superintendents; Women school administrators; Educational leadership; Feminism and education

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APA (6th Edition):

Short, A. R. (2015). African American female school district leaders: their career experiences and support systems. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19126

Chicago Manual of Style (16th Edition):

Short, Ashauna Renee. “African American female school district leaders: their career experiences and support systems.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed June 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19126.

MLA Handbook (7th Edition):

Short, Ashauna Renee. “African American female school district leaders: their career experiences and support systems.” 2015. Web. 17 Jun 2019.

Vancouver:

Short AR. African American female school district leaders: their career experiences and support systems. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Jun 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19126.

Council of Science Editors:

Short AR. African American female school district leaders: their career experiences and support systems. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19126


University of Missouri – Kansas City

3. King, Makini Lateefah, 1981-. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .

Degree: 2013, University of Missouri – Kansas City

African American students continue to be an underrepresented population in institutions of higher education. This study uses Mickelson’s Attitude-Achievement Paradox to explain the effect of… (more)

Subjects/Keywords: African American; High school students; Aspirations; Expectations

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APA (6th Edition):

King, Makini Lateefah, 1. (2013). The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . (Thesis). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/45500

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):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Thesis, University of Missouri – Kansas City. Accessed June 17, 2019. http://hdl.handle.net/10355/45500.

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

MLA Handbook (7th Edition):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Web. 17 Jun 2019.

Vancouver:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Internet] [Thesis]. University of Missouri – Kansas City; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10355/45500.

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

Council of Science Editors:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Thesis]. University of Missouri – Kansas City; 2013. Available from: http://hdl.handle.net/10355/45500

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


The Ohio State University

4. Doughty, Rosie Nucklos. An exploration of some associations between student-community unrest and the promotion of Black administrators in public schools.

Degree: PhD, Graduate School, 1974, The Ohio State University

Subjects/Keywords: Education; African American leadership; School administrators

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

APA (6th Edition):

Doughty, R. N. (1974). An exploration of some associations between student-community unrest and the promotion of Black administrators in public schools. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486980617305332

Chicago Manual of Style (16th Edition):

Doughty, Rosie Nucklos. “An exploration of some associations between student-community unrest and the promotion of Black administrators in public schools.” 1974. Doctoral Dissertation, The Ohio State University. Accessed June 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486980617305332.

MLA Handbook (7th Edition):

Doughty, Rosie Nucklos. “An exploration of some associations between student-community unrest and the promotion of Black administrators in public schools.” 1974. Web. 17 Jun 2019.

Vancouver:

Doughty RN. An exploration of some associations between student-community unrest and the promotion of Black administrators in public schools. [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2019 Jun 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486980617305332.

Council of Science Editors:

Doughty RN. An exploration of some associations between student-community unrest and the promotion of Black administrators in public schools. [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486980617305332


Northeastern University

5. Jackson, Bridgette Y. Understanding African American male perceptions of suspension: a narrative study.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this narrative study was to gain an in-depth understanding of the perceptions of African American males and suspension in grades 9-12. The… (more)

Subjects/Keywords: African American male perceptions; suspensions; Student suspension; School discipline; African American dropouts; African American high school students; African American men; Education (Secondary); High school dropouts

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

APA (6th Edition):

Jackson, B. Y. (2016). Understanding African American male perceptions of suspension: a narrative study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208523

Chicago Manual of Style (16th Edition):

Jackson, Bridgette Y. “Understanding African American male perceptions of suspension: a narrative study.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 17, 2019. http://hdl.handle.net/2047/D20208523.

MLA Handbook (7th Edition):

Jackson, Bridgette Y. “Understanding African American male perceptions of suspension: a narrative study.” 2016. Web. 17 Jun 2019.

Vancouver:

Jackson BY. Understanding African American male perceptions of suspension: a narrative study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2047/D20208523.

Council of Science Editors:

Jackson BY. Understanding African American male perceptions of suspension: a narrative study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208523


California State University – Sacramento

6. Falconer-Medlin, Stacey M. Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School.

Degree: MA, Education (Educational Leadership, 2014, California State University – Sacramento

 Brief Literature Review: A review of related literature identified several factors that affect the academic success of African American students in public high schools. These… (more)

Subjects/Keywords: African American; Student achievement; School performance; Achievement gap; High school

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

APA (6th Edition):

Falconer-Medlin, S. M. (2014). Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122110

Chicago Manual of Style (16th Edition):

Falconer-Medlin, Stacey M. “Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School.” 2014. Masters Thesis, California State University – Sacramento. Accessed June 17, 2019. http://hdl.handle.net/10211.3/122110.

MLA Handbook (7th Edition):

Falconer-Medlin, Stacey M. “Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School.” 2014. Web. 17 Jun 2019.

Vancouver:

Falconer-Medlin SM. Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10211.3/122110.

Council of Science Editors:

Falconer-Medlin SM. Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122110


Temple University

7. 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 June 17, 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. 17 Jun 2019.

Vancouver:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jun 17]. 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


University of Missouri – Columbia

8. Johnson, Eric L. (Eric Lamont). Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.

Degree: 2016, University of Missouri – Columbia

 Horace Mann has been recognized as describing education as "the great equalizer." Further examining that statement would unveil American society's admission that there are in… (more)

Subjects/Keywords: African American men  – Education; African American high school students; Successful people; Racism in education

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APA (6th Edition):

Johnson, E. L. (. L. (2016). Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59839

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, Eric L (Eric Lamont). “Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.” 2016. Thesis, University of Missouri – Columbia. Accessed June 17, 2019. http://hdl.handle.net/10355/59839.

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

MLA Handbook (7th Edition):

Johnson, Eric L (Eric Lamont). “Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.” 2016. Web. 17 Jun 2019.

Vancouver:

Johnson EL(L. Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10355/59839.

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

Council of Science Editors:

Johnson EL(L. Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59839

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


Florida Atlantic University

9. Martin-Ogburn, Dildra. Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.

Degree: PhD, 2012, Florida Atlantic University

Summary: Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in… (more)

Subjects/Keywords: Women school administrators – United States; Educational leadership – Philosophy; African Americans – Race identity; African American women – Social conditions

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APA (6th Edition):

Martin-Ogburn, D. (2012). Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3352281

Chicago Manual of Style (16th Edition):

Martin-Ogburn, Dildra. “Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed June 17, 2019. http://purl.flvc.org/FAU/3352281.

MLA Handbook (7th Edition):

Martin-Ogburn, Dildra. “Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.” 2012. Web. 17 Jun 2019.

Vancouver:

Martin-Ogburn D. Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2019 Jun 17]. Available from: http://purl.flvc.org/FAU/3352281.

Council of Science Editors:

Martin-Ogburn D. Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3352281

10. Williams, Melita J. What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males.

Degree: Thesis (D. Ed.), 2015, Ball State University

 The achievement gap refers to the disparity in the academic performance between groups of students. According to current research, there is an academic achievement gap… (more)

Subjects/Keywords: Academic achievement.; Education, Secondary.; African American high school boys  – Attitudes.; High school students, White  – Attitudes.

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APA (6th Edition):

Williams, M. J. (2015). What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200125

Chicago Manual of Style (16th Edition):

Williams, Melita J. “What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males.” 2015. Doctoral Dissertation, Ball State University. Accessed June 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200125.

MLA Handbook (7th Edition):

Williams, Melita J. “What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males.” 2015. Web. 17 Jun 2019.

Vancouver:

Williams MJ. What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2019 Jun 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200125.

Council of Science Editors:

Williams MJ. What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200125


Oregon State University

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

Degree: EdD, Education, 2008, Oregon State University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Doctoral Dissertation, Oregon State University. Accessed June 17, 2019. http://hdl.handle.net/1957/11780.

MLA Handbook (7th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Web. 17 Jun 2019.

Vancouver:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1957/11780.

Council of Science Editors:

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


Duquesne University

12. Hart, Rahmon S. Roses that Grew from the Concrete: A Critical Investigation of the Intersection of Race and Gender on the Lived Experiences of African American Male Senior Student Affairs Officers at Predominately White Institutions.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2009, Duquesne University

 Despite past efforts to address the racial disparities that exist in the higher education workforce, African American male Senior Student Affairs Officers (SSAOs) are dramatically… (more)

Subjects/Keywords: Student Affairs; African American; Male; Administrators

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

APA (6th Edition):

Hart, R. S. (2009). Roses that Grew from the Concrete: A Critical Investigation of the Intersection of Race and Gender on the Lived Experiences of African American Male Senior Student Affairs Officers at Predominately White Institutions. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/633

Chicago Manual of Style (16th Edition):

Hart, Rahmon S. “Roses that Grew from the Concrete: A Critical Investigation of the Intersection of Race and Gender on the Lived Experiences of African American Male Senior Student Affairs Officers at Predominately White Institutions.” 2009. Doctoral Dissertation, Duquesne University. Accessed June 17, 2019. https://dsc.duq.edu/etd/633.

MLA Handbook (7th Edition):

Hart, Rahmon S. “Roses that Grew from the Concrete: A Critical Investigation of the Intersection of Race and Gender on the Lived Experiences of African American Male Senior Student Affairs Officers at Predominately White Institutions.” 2009. Web. 17 Jun 2019.

Vancouver:

Hart RS. Roses that Grew from the Concrete: A Critical Investigation of the Intersection of Race and Gender on the Lived Experiences of African American Male Senior Student Affairs Officers at Predominately White Institutions. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 Jun 17]. Available from: https://dsc.duq.edu/etd/633.

Council of Science Editors:

Hart RS. Roses that Grew from the Concrete: A Critical Investigation of the Intersection of Race and Gender on the Lived Experiences of African American Male Senior Student Affairs Officers at Predominately White Institutions. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/633


George Mason University

13. Byrd, Leah. African American Students' Perceptions of Their High School Career Counseling Experiences .

Degree: 2013, George Mason University

 This study examined the perceptions of 10 African American 12th-grade students from one suburban high school regarding their high school career counseling experiences. The purpose… (more)

Subjects/Keywords: Education policy; School counseling; African American; Career Counseling; High School; Qualitative; School Counseling; Student Perceptions

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APA (6th Edition):

Byrd, L. (2013). African American Students' Perceptions of Their High School Career Counseling Experiences . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8197

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):

Byrd, Leah. “African American Students' Perceptions of Their High School Career Counseling Experiences .” 2013. Thesis, George Mason University. Accessed June 17, 2019. http://hdl.handle.net/1920/8197.

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

MLA Handbook (7th Edition):

Byrd, Leah. “African American Students' Perceptions of Their High School Career Counseling Experiences .” 2013. Web. 17 Jun 2019.

Vancouver:

Byrd L. African American Students' Perceptions of Their High School Career Counseling Experiences . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1920/8197.

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

Council of Science Editors:

Byrd L. African American Students' Perceptions of Their High School Career Counseling Experiences . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8197

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


University of Kentucky

14. Murray, Natasha L. EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS.

Degree: 2018, University of Kentucky

 Public school systems in America continue to show unequal learning outcomes for African American students. This investigation seeks to understand salient factors that are critical… (more)

Subjects/Keywords: Academic Resilience; African American; High School Students; Educational Psychology

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APA (6th Edition):

Murray, N. L. (2018). EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edp_etds/73

Chicago Manual of Style (16th Edition):

Murray, Natasha L. “EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS.” 2018. Doctoral Dissertation, University of Kentucky. Accessed June 17, 2019. https://uknowledge.uky.edu/edp_etds/73.

MLA Handbook (7th Edition):

Murray, Natasha L. “EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS.” 2018. Web. 17 Jun 2019.

Vancouver:

Murray NL. EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2019 Jun 17]. Available from: https://uknowledge.uky.edu/edp_etds/73.

Council of Science Editors:

Murray NL. EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS. [Doctoral Dissertation]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edp_etds/73


University of Tennessee – Knoxville

15. Price, Vincent Ray. So What's the Story?: The Teaching of Black Literature in the High School English Classroom.

Degree: 2018, University of Tennessee – Knoxville

 This dissertation answers the question of “How do high school English teachers teach Black literature?” Guided by critical race theory and using grounded theory methodology,… (more)

Subjects/Keywords: black literature; african-american; english; pedagogy; secondary; high school

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

APA (6th Edition):

Price, V. R. (2018). So What's the Story?: The Teaching of Black Literature in the High School English Classroom. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4881

Chicago Manual of Style (16th Edition):

Price, Vincent Ray. “So What's the Story?: The Teaching of Black Literature in the High School English Classroom.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed June 17, 2019. https://trace.tennessee.edu/utk_graddiss/4881.

MLA Handbook (7th Edition):

Price, Vincent Ray. “So What's the Story?: The Teaching of Black Literature in the High School English Classroom.” 2018. Web. 17 Jun 2019.

Vancouver:

Price VR. So What's the Story?: The Teaching of Black Literature in the High School English Classroom. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Jun 17]. Available from: https://trace.tennessee.edu/utk_graddiss/4881.

Council of Science Editors:

Price VR. So What's the Story?: The Teaching of Black Literature in the High School English Classroom. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/4881


Kansas State University

16. Cisneros McGilvrey, Cynthia Ann. African American males in high school credit recovery: a critical race theory perspective.

Degree: PhD, Curriculum & Instruction Programs, 2012, Kansas State University

African American males have the second highest dropout rate in this Midwest state‘s largest public school district. Often, African American male students take an abundance… (more)

Subjects/Keywords: African American males; High school credit recovery; Education, General (0515)

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APA (6th Edition):

Cisneros McGilvrey, C. A. (2012). African American males in high school credit recovery: a critical race theory perspective. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13709

Chicago Manual of Style (16th Edition):

Cisneros McGilvrey, Cynthia Ann. “African American males in high school credit recovery: a critical race theory perspective.” 2012. Doctoral Dissertation, Kansas State University. Accessed June 17, 2019. http://hdl.handle.net/2097/13709.

MLA Handbook (7th Edition):

Cisneros McGilvrey, Cynthia Ann. “African American males in high school credit recovery: a critical race theory perspective.” 2012. Web. 17 Jun 2019.

Vancouver:

Cisneros McGilvrey CA. African American males in high school credit recovery: a critical race theory perspective. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2097/13709.

Council of Science Editors:

Cisneros McGilvrey CA. African American males in high school credit recovery: a critical race theory perspective. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/13709


University of Minnesota

17. Gbolo, Simone Zazama. African American student experiences: a networking group in high school.

Degree: MA, Multicultural Teaching and Learning, 2013, University of Minnesota

 The achievement gap between ethnic minorities and majority students is currently a significant problem. This study seeks to explore one school's attempt to improve experiences… (more)

Subjects/Keywords: African American; Educational Achievement gap; High School Students

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

APA (6th Edition):

Gbolo, S. Z. (2013). African American student experiences: a networking group in high school. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162330

Chicago Manual of Style (16th Edition):

Gbolo, Simone Zazama. “African American student experiences: a networking group in high school.” 2013. Masters Thesis, University of Minnesota. Accessed June 17, 2019. http://hdl.handle.net/11299/162330.

MLA Handbook (7th Edition):

Gbolo, Simone Zazama. “African American student experiences: a networking group in high school.” 2013. Web. 17 Jun 2019.

Vancouver:

Gbolo SZ. African American student experiences: a networking group in high school. [Internet] [Masters thesis]. University of Minnesota; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/11299/162330.

Council of Science Editors:

Gbolo SZ. African American student experiences: a networking group in high school. [Masters Thesis]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/162330


University of Southern California

18. Inman, Laurie Diane. The placement and participation of gifted African American students in advanced academic services: a case study.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The underrepresentation of culturally and linguistically diverse students in gifted education has been the topic of much research in recent years, and a corresponding improvement… (more)

Subjects/Keywords: gifted African American high school students; perceptions of the high school experience for gifted African American students; representation and continued participation of gifted African American students

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APA (6th Edition):

Inman, L. D. (2010). The placement and participation of gifted African American students in advanced academic services: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080

Chicago Manual of Style (16th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed June 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080.

MLA Handbook (7th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Web. 17 Jun 2019.

Vancouver:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jun 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080.

Council of Science Editors:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7080


University of Florida

19. Orrock, Jason S. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.

Degree: PhD, Marriage and Family Counseling - Human Development and Organizational Studies in Education, 2012, University of Florida

 Through an ecological systems perspective, this study explores factors that influence successful academic achievement for at-risk African American males. The purpose of this qualitative study… (more)

Subjects/Keywords: Academic achievement; Academic communities; African American culture; African American studies; African Americans; Black communities; High school students; High schools; Racism; Schools; academic  – achievement  – african  – american  – at-risk  – male  – qualitative  – success

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APA (6th Edition):

Orrock, J. S. (2012). Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044617

Chicago Manual of Style (16th Edition):

Orrock, Jason S. “Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.” 2012. Doctoral Dissertation, University of Florida. Accessed June 17, 2019. http://ufdc.ufl.edu/UFE0044617.

MLA Handbook (7th Edition):

Orrock, Jason S. “Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.” 2012. Web. 17 Jun 2019.

Vancouver:

Orrock JS. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Jun 17]. Available from: http://ufdc.ufl.edu/UFE0044617.

Council of Science Editors:

Orrock JS. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044617

20. McDermott, Mary T. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.

Degree: EdD, College of Education, 2017, Ashland University

 The purpose of this qualitative phenomenological study is to examine the self-perceptions and “lived” experiences of four African-American high school males who have been affected… (more)

Subjects/Keywords: African Americans; Secondary Education; Zero Tolerance policy; Critical Race Theory; African American high school males

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APA (6th Edition):

McDermott, M. T. (2017). The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788

Chicago Manual of Style (16th Edition):

McDermott, Mary T. “The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.” 2017. Doctoral Dissertation, Ashland University. Accessed June 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788.

MLA Handbook (7th Edition):

McDermott, Mary T. “The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.” 2017. Web. 17 Jun 2019.

Vancouver:

McDermott MT. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2019 Jun 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788.

Council of Science Editors:

McDermott MT. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788


University of South Florida

21. Brown, John J. A case study of school-based leaders' perspectives of high school dropouts.

Degree: 2010, University of South Florida

School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate… (more)

Subjects/Keywords: American male students of African descent; High school dropouts; African-American males; Black males; American Studies; Arts and Humanities

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

APA (6th Edition):

Brown, J. J. (2010). A case study of school-based leaders' perspectives of high school dropouts. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1580

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):

Brown, John J. “A case study of school-based leaders' perspectives of high school dropouts.” 2010. Thesis, University of South Florida. Accessed June 17, 2019. https://scholarcommons.usf.edu/etd/1580.

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

MLA Handbook (7th Edition):

Brown, John J. “A case study of school-based leaders' perspectives of high school dropouts.” 2010. Web. 17 Jun 2019.

Vancouver:

Brown JJ. A case study of school-based leaders' perspectives of high school dropouts. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Jun 17]. Available from: https://scholarcommons.usf.edu/etd/1580.

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

Council of Science Editors:

Brown JJ. A case study of school-based leaders' perspectives of high school dropouts. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/1580

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


East Tennessee State University

22. Pennington, Yvette. Cyberbullying Incidents Among African American Female Middle School Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported… (more)

Subjects/Keywords: : Cyberbullying; Traditional Bullying; Incidents; African American; Middle School Students; High School Student; Education; Educational Leadership

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

APA (6th Edition):

Pennington, Y. (2017). Cyberbullying Incidents Among African American Female Middle School Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3280

Chicago Manual of Style (16th Edition):

Pennington, Yvette. “Cyberbullying Incidents Among African American Female Middle School Students.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed June 17, 2019. https://dc.etsu.edu/etd/3280.

MLA Handbook (7th Edition):

Pennington, Yvette. “Cyberbullying Incidents Among African American Female Middle School Students.” 2017. Web. 17 Jun 2019.

Vancouver:

Pennington Y. Cyberbullying Incidents Among African American Female Middle School Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Jun 17]. Available from: https://dc.etsu.edu/etd/3280.

Council of Science Editors:

Pennington Y. Cyberbullying Incidents Among African American Female Middle School Students. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3280


University of Alabama

23. Simmons, Livia Ann. Academic performance differences among male and female African American students: an urban high school study.

Degree: 2010, University of Alabama

 The purpose of this study was to examine differences between male and female African American high school students in an urban setting. The participants were… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational Administration; African American Studies; Secondary Education; African American; high school; students; urban

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APA (6th Edition):

Simmons, L. A. (2010). Academic performance differences among male and female African American students: an urban high school study. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/21263

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

Chicago Manual of Style (16th Edition):

Simmons, Livia Ann. “Academic performance differences among male and female African American students: an urban high school study.” 2010. Thesis, University of Alabama. Accessed June 17, 2019. http://purl.lib.ua.edu/21263.

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

MLA Handbook (7th Edition):

Simmons, Livia Ann. “Academic performance differences among male and female African American students: an urban high school study.” 2010. Web. 17 Jun 2019.

Vancouver:

Simmons LA. Academic performance differences among male and female African American students: an urban high school study. [Internet] [Thesis]. University of Alabama; 2010. [cited 2019 Jun 17]. Available from: http://purl.lib.ua.edu/21263.

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

Council of Science Editors:

Simmons LA. Academic performance differences among male and female African American students: an urban high school study. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/21263

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


Loyola University Chicago

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

Degree: PhD, Education, 2015, Loyola University Chicago

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Doctoral Dissertation, Loyola University Chicago. Accessed June 17, 2019. https://ecommons.luc.edu/luc_diss/1629.

MLA Handbook (7th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Web. 17 Jun 2019.

Vancouver:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2015. [cited 2019 Jun 17]. Available from: https://ecommons.luc.edu/luc_diss/1629.

Council of Science Editors:

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


University of North Texas

25. Zeske, Karen Marie. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.

Degree: 2015, University of North Texas

 Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects… (more)

Subjects/Keywords: African American; gifted students; advanced academics; family; African American high school students.; Gifted teenagers  – Education.; Advanced placement programs (Education)

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APA (6th Edition):

Zeske, K. M. (2015). Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804960/

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):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

MLA Handbook (7th Edition):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Web. 17 Jun 2019.

Vancouver:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

Council of Science Editors:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/

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


University of Texas – Austin

26. Correa, Ana Yáñez. A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting… (more)

Subjects/Keywords: Discretionary school discipline policies; Middle school; High school; School administrators

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APA (6th Edition):

Correa, A. Y. (2011). A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2698

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):

Correa, Ana Yáñez. “A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools.” 2011. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2698.

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

MLA Handbook (7th Edition):

Correa, Ana Yáñez. “A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools.” 2011. Web. 17 Jun 2019.

Vancouver:

Correa AY. A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2698.

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

Council of Science Editors:

Correa AY. A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2698

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


Western Carolina University

27. Chappell, Marquessa LaBrett. Ethnicity, gender, and high school dropouts : a case study.

Degree: 2011, Western Carolina University

High school dropout, or early school withdrawal, is a complex problem that can result from factors in all life domains. Specific factors commonly cited throughout… (more)

Subjects/Keywords: High school dropouts  – North Carolina, Western; African American dropouts  – North Carolina, Western; Hispanic American dropouts  – North Carolina, Western; High school boys  – North Carolina, Western; High school girls  – North Carolina, Western

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APA (6th Edition):

Chappell, M. L. (2011). Ethnicity, gender, and high school dropouts : a case study. (Masters Thesis). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9008

Chicago Manual of Style (16th Edition):

Chappell, Marquessa LaBrett. “Ethnicity, gender, and high school dropouts : a case study.” 2011. Masters Thesis, Western Carolina University. Accessed June 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9008.

MLA Handbook (7th Edition):

Chappell, Marquessa LaBrett. “Ethnicity, gender, and high school dropouts : a case study.” 2011. Web. 17 Jun 2019.

Vancouver:

Chappell ML. Ethnicity, gender, and high school dropouts : a case study. [Internet] [Masters thesis]. Western Carolina University; 2011. [cited 2019 Jun 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9008.

Council of Science Editors:

Chappell ML. Ethnicity, gender, and high school dropouts : a case study. [Masters Thesis]. Western Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9008

28. Frazier, Andrea D. Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students.

Degree: PhD, 2009, Ball State University

 This study has looked at the temporal and multidimensional self in high-ability African American males attending a specialized school for high-ability youth. Interviews were conducted… (more)

Subjects/Keywords: Self-perception in adolescence; Academic achievement; African American high school students – Psychology; High school boys – Psychology; Gifted teenagers – Psychology

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APA (6th Edition):

Frazier, A. D. (2009). Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193401

Chicago Manual of Style (16th Edition):

Frazier, Andrea D. “Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students.” 2009. Doctoral Dissertation, Ball State University. Accessed June 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193401.

MLA Handbook (7th Edition):

Frazier, Andrea D. “Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students.” 2009. Web. 17 Jun 2019.

Vancouver:

Frazier AD. Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students. [Internet] [Doctoral dissertation]. Ball State University; 2009. [cited 2019 Jun 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193401.

Council of Science Editors:

Frazier AD. Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students. [Doctoral Dissertation]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193401


California State University – Sacramento

29. Galbraith, Carla Therese. A phenomenological study of top performing 12th grade African-American high school students.

Degree: 2010, California State University – Sacramento

 The Achievement Gap is the difference in the academic achievement of White students compared to students of color. It is often attributed to the effects… (more)

Subjects/Keywords: African-American; Phenomenology; Achievement gap; Attribution theory; Locus of control; High school

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

APA (6th Edition):

Galbraith, C. T. (2010). A phenomenological study of top performing 12th grade African-American high school students. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/624

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):

Galbraith, Carla Therese. “A phenomenological study of top performing 12th grade African-American high school students.” 2010. Thesis, California State University – Sacramento. Accessed June 17, 2019. http://hdl.handle.net/10211.9/624.

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

MLA Handbook (7th Edition):

Galbraith, Carla Therese. “A phenomenological study of top performing 12th grade African-American high school students.” 2010. Web. 17 Jun 2019.

Vancouver:

Galbraith CT. A phenomenological study of top performing 12th grade African-American high school students. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10211.9/624.

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

Council of Science Editors:

Galbraith CT. A phenomenological study of top performing 12th grade African-American high school students. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/624

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


Georgia State University

30. Sims, Dan. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The dilemma of African-American male achievement continues to challenge schools systems in America. In light of this challenge, African-American males pose the greatest risk… (more)

Subjects/Keywords: African-american males; Teacher perceptions; Transition; High school; Effective practices; Achievement gap; Disparities

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

APA (6th Edition):

Sims, D. (2015). The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/124

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):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Thesis, Georgia State University. Accessed June 17, 2019. https://scholarworks.gsu.edu/eps_diss/124.

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

MLA Handbook (7th Edition):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Web. 17 Jun 2019.

Vancouver:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Jun 17]. Available from: https://scholarworks.gsu.edu/eps_diss/124.

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

Council of Science Editors:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/124

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

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