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Degree: EdD

You searched for subject:(African American adolescent mothers). Showing records 1 – 30 of 401 total matches.

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University of Cincinnati

1. Ivory, Shirley Clark. Experiences Of Single Low-Income African American Mothers In Their Maternal Protective Role.

Degree: EdD, Education : Curriculum and Instruction, 2010, University of Cincinnati

 This study was an IRB approved qualitative investigation of experiences of the single low-income African American mothers in their maternal protective role. In-depth interviews and… (more)

Subjects/Keywords: Curricula; African American Single Low-Income Mothers; Single African American Mothers; African American Issues; Single Black Mothers

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APA (6th Edition):

Ivory, S. C. (2010). Experiences Of Single Low-Income African American Mothers In Their Maternal Protective Role. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273167404

Chicago Manual of Style (16th Edition):

Ivory, Shirley Clark. “Experiences Of Single Low-Income African American Mothers In Their Maternal Protective Role.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273167404.

MLA Handbook (7th Edition):

Ivory, Shirley Clark. “Experiences Of Single Low-Income African American Mothers In Their Maternal Protective Role.” 2010. Web. 05 Dec 2019.

Vancouver:

Ivory SC. Experiences Of Single Low-Income African American Mothers In Their Maternal Protective Role. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273167404.

Council of Science Editors:

Ivory SC. Experiences Of Single Low-Income African American Mothers In Their Maternal Protective Role. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273167404


University of Georgia

2. Thompson, Daniel Isaiah. Improving student success for African American males: examining students' and administrators' perceptions of college access and retention initiatives.

Degree: EdD, Higher Education, 2015, University of Georgia

 In recent years, researchers have examined how to effectively improve student success outcomes for African American males and sustain this effort. The U.S. Department of… (more)

Subjects/Keywords: African American

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APA (6th Edition):

Thompson, D. I. (2015). Improving student success for African American males: examining students' and administrators' perceptions of college access and retention initiatives. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/thompson_daniel_i_201512_edd

Chicago Manual of Style (16th Edition):

Thompson, Daniel Isaiah. “Improving student success for African American males: examining students' and administrators' perceptions of college access and retention initiatives.” 2015. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/thompson_daniel_i_201512_edd.

MLA Handbook (7th Edition):

Thompson, Daniel Isaiah. “Improving student success for African American males: examining students' and administrators' perceptions of college access and retention initiatives.” 2015. Web. 05 Dec 2019.

Vancouver:

Thompson DI. Improving student success for African American males: examining students' and administrators' perceptions of college access and retention initiatives. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/thompson_daniel_i_201512_edd.

Council of Science Editors:

Thompson DI. Improving student success for African American males: examining students' and administrators' perceptions of college access and retention initiatives. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/thompson_daniel_i_201512_edd


North Carolina State University

3. Leak, Johnny. A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina.

Degree: EdD, Educational Administration and Supervision, 2003, North Carolina State University

 The purpose of this study is to determine if patterns exist among at risk African American male students who defy the odds. This study focuses… (more)

Subjects/Keywords: Students; Male; African American Adolescent; Resilience; Qualitative; Study

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APA (6th Edition):

Leak, J. (2003). A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5088

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):

Leak, Johnny. “A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina.” 2003. Thesis, North Carolina State University. Accessed December 05, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5088.

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

MLA Handbook (7th Edition):

Leak, Johnny. “A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina.” 2003. Web. 05 Dec 2019.

Vancouver:

Leak J. A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Dec 05]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5088.

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

Council of Science Editors:

Leak J. A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5088

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


Miami University

4. Faircloth, Glenn L., Jr. A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males.

Degree: EdD, Educational Leadership, 2009, Miami University

  Black males are portrayed….in a limited number of roles, most of them deviant, dangerous, and dysfunctional… This constant barrage of predominantly disturbing images inevitably… (more)

Subjects/Keywords: African Americans; African American males

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APA (6th Edition):

Faircloth, Glenn L., J. (2009). A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908

Chicago Manual of Style (16th Edition):

Faircloth, Glenn L., Jr. “A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males.” 2009. Doctoral Dissertation, Miami University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.

MLA Handbook (7th Edition):

Faircloth, Glenn L., Jr. “A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males.” 2009. Web. 05 Dec 2019.

Vancouver:

Faircloth, Glenn L. J. A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.

Council of Science Editors:

Faircloth, Glenn L. J. A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908


Northeastern University

5. Pellegrino, Courtney Allisson. The lived experiences of teenage mothers that fostered resiliency.

Degree: EdD, School of Education, 2014, Northeastern University

Adolescent mothers often encounter challenges while balancing the developmental tasks of adolescence with the demands of motherhood, which places them at risk of potential negative… (more)

Subjects/Keywords: adolescent mothers; resiliency; Education; Obstetrics and Gynecology; Teenage mothers; Motherhood; Resilience (Personality trait) in adolescence

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APA (6th Edition):

Pellegrino, C. A. (2014). The lived experiences of teenage mothers that fostered resiliency. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018699

Chicago Manual of Style (16th Edition):

Pellegrino, Courtney Allisson. “The lived experiences of teenage mothers that fostered resiliency.” 2014. Masters Thesis, Northeastern University. Accessed December 05, 2019. http://hdl.handle.net/2047/d20018699.

MLA Handbook (7th Edition):

Pellegrino, Courtney Allisson. “The lived experiences of teenage mothers that fostered resiliency.” 2014. Web. 05 Dec 2019.

Vancouver:

Pellegrino CA. The lived experiences of teenage mothers that fostered resiliency. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2047/d20018699.

Council of Science Editors:

Pellegrino CA. The lived experiences of teenage mothers that fostered resiliency. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018699


Northeastern University

6. Holland III, Melvin. Youth Mentoring Through Otherfathering: A Case Study Exploring Adolescent African American Males' Mentor-mentee Relationship Experiences With African American Men Acting As Otherfathers In An Urban Community-based Mentoring Setting.

Degree: EdD, School of Education, 2019, Northeastern University

 For decades mentoring has been regarded as an effective intervention strategy for addressing the development needs of at-risk youths (Rhodes, 2008). Two of the most… (more)

Subjects/Keywords: adolescent African American males; at risk youths; community-based mentoring; otherfathering; otherfathers; school-based mentoring; Educational sociology; Developmental psychology; Individual & family studies

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APA (6th Edition):

Holland III, M. (2019). Youth Mentoring Through Otherfathering: A Case Study Exploring Adolescent African American Males' Mentor-mentee Relationship Experiences With African American Men Acting As Otherfathers In An Urban Community-based Mentoring Setting. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319855

Chicago Manual of Style (16th Edition):

Holland III, Melvin. “Youth Mentoring Through Otherfathering: A Case Study Exploring Adolescent African American Males' Mentor-mentee Relationship Experiences With African American Men Acting As Otherfathers In An Urban Community-based Mentoring Setting.” 2019. Doctoral Dissertation, Northeastern University. Accessed December 05, 2019. http://hdl.handle.net/2047/D20319855.

MLA Handbook (7th Edition):

Holland III, Melvin. “Youth Mentoring Through Otherfathering: A Case Study Exploring Adolescent African American Males' Mentor-mentee Relationship Experiences With African American Men Acting As Otherfathers In An Urban Community-based Mentoring Setting.” 2019. Web. 05 Dec 2019.

Vancouver:

Holland III M. Youth Mentoring Through Otherfathering: A Case Study Exploring Adolescent African American Males' Mentor-mentee Relationship Experiences With African American Men Acting As Otherfathers In An Urban Community-based Mentoring Setting. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2047/D20319855.

Council of Science Editors:

Holland III M. Youth Mentoring Through Otherfathering: A Case Study Exploring Adolescent African American Males' Mentor-mentee Relationship Experiences With African American Men Acting As Otherfathers In An Urban Community-based Mentoring Setting. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319855


University of Georgia

7. Ford, Tracey Delois. Academic and social experiences of African American students at the University of Georgia.

Degree: EdD, Higher Education, 2002, University of Georgia

 The purpose of this study was to examine the perceptions of African American students at a traditionally white university regarding their academic and social experiences… (more)

Subjects/Keywords: African American

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APA (6th Edition):

Ford, T. D. (2002). Academic and social experiences of African American students at the University of Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ford_tracey_d_200208_edd

Chicago Manual of Style (16th Edition):

Ford, Tracey Delois. “Academic and social experiences of African American students at the University of Georgia.” 2002. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/ford_tracey_d_200208_edd.

MLA Handbook (7th Edition):

Ford, Tracey Delois. “Academic and social experiences of African American students at the University of Georgia.” 2002. Web. 05 Dec 2019.

Vancouver:

Ford TD. Academic and social experiences of African American students at the University of Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/ford_tracey_d_200208_edd.

Council of Science Editors:

Ford TD. Academic and social experiences of African American students at the University of Georgia. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/ford_tracey_d_200208_edd


University of Southern California

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

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

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

Subjects/Keywords: mathematics; teaching; African American students

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

MLA Handbook (7th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Web. 05 Dec 2019.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

Council of Science Editors:

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

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

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

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

Subjects/Keywords: African-American students; Education

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Askew, Jessalyn Roberson. “Embracing the text: reading achievement of African-American students-implications for educational leaders.” 2009. Thesis, Clark University Atlanta. Accessed December 05, 2019. http://digitalcommons.auctr.edu/dissertations/48.

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

MLA Handbook (7th Edition):

Askew, Jessalyn Roberson. “Embracing the text: reading achievement of African-American students-implications for educational leaders.” 2009. Web. 05 Dec 2019.

Vancouver:

Askew JR. Embracing the text: reading achievement of African-American students-implications for educational leaders. [Internet] [Thesis]. Clark University Atlanta; 2009. [cited 2019 Dec 05]. Available from: http://digitalcommons.auctr.edu/dissertations/48.

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

Council of Science Editors:

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

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

MLA Handbook (7th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Web. 05 Dec 2019.

Vancouver:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

Council of Science Editors:

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


University of Southern California

11. Stewart, Jenise D. African American airmen and the CCAF degree: a mixed methods study conducted on joint base Pearl Harbor-Hickam.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This mixed method study determined if enlisted African American airmen (E3-E6) stationed on Joint Base Pearl Harbor Hickam (JBPHH) during fiscal years 2010-2014 were underrepresented… (more)

Subjects/Keywords: CCAF degree; African American airmen

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APA (6th Edition):

Stewart, J. D. (2015). African American airmen and the CCAF degree: a mixed methods study conducted on joint base Pearl Harbor-Hickam. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571031/rec/569

Chicago Manual of Style (16th Edition):

Stewart, Jenise D. “African American airmen and the CCAF degree: a mixed methods study conducted on joint base Pearl Harbor-Hickam.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571031/rec/569.

MLA Handbook (7th Edition):

Stewart, Jenise D. “African American airmen and the CCAF degree: a mixed methods study conducted on joint base Pearl Harbor-Hickam.” 2015. Web. 05 Dec 2019.

Vancouver:

Stewart JD. African American airmen and the CCAF degree: a mixed methods study conducted on joint base Pearl Harbor-Hickam. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571031/rec/569.

Council of Science Editors:

Stewart JD. African American airmen and the CCAF degree: a mixed methods study conducted on joint base Pearl Harbor-Hickam. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571031/rec/569


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

MLA Handbook (7th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Web. 05 Dec 2019.

Vancouver:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

Council of Science Editors:

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


University of Cincinnati

13. COOVERT, KERRY C. WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?.

Degree: EdD, Education : Curriculum and Instruction, 2007, University of Cincinnati

 Lower socio-economic African-American students are at-risk in the area of literacy in academics. This may come from a disconnect between the discourse of the student… (more)

Subjects/Keywords: urban education; African-American English; African-American Culture; European-American Teachers; Literacy; Culturally Relevant Teaching

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APA (6th Edition):

COOVERT, K. C. (2007). WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196097095

Chicago Manual of Style (16th Edition):

COOVERT, KERRY C. “WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196097095.

MLA Handbook (7th Edition):

COOVERT, KERRY C. “WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?.” 2007. Web. 05 Dec 2019.

Vancouver:

COOVERT KC. WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196097095.

Council of Science Editors:

COOVERT KC. WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196097095

14. Gilman, Sharlene Elinor. "You Never Undo that Promise to Yourself": Identities and agency in an anti-bias, interactive theatrical troupe.

Degree: EdD, Curriculum and Instruction, 2011, Penn State University

 ABSTRACT Identity, self, or voice are not fixed once-and-for-all, not static achievements, but are always in play, in process of becoming, in being achieved, broken,… (more)

Subjects/Keywords: African American teachers; Boal; activist theatre; performing arts; tolerance; adolescent identity; anti-bullying activism; bullying; secondary performing arts; adolescent leadership

…his approach which fit with characteristics of African-American emancipatory pedagogy… …inductee into the Ultimate Frisbee Hall of Fame in 2007. He is also African-American, and the… …only African American male teacher in this overwhelmingly white, rural-suburban district. Yet… …outward social practice may give an adolescent a language for conception, the inner developing… …adolescent literature which features bullying conflict. Other scholars (Kufteinec, 2003; Cohen… 

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APA (6th Edition):

Gilman, S. E. (2011). "You Never Undo that Promise to Yourself": Identities and agency in an anti-bias, interactive theatrical troupe. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11678

Chicago Manual of Style (16th Edition):

Gilman, Sharlene Elinor. “"You Never Undo that Promise to Yourself": Identities and agency in an anti-bias, interactive theatrical troupe.” 2011. Doctoral Dissertation, Penn State University. Accessed December 05, 2019. https://etda.libraries.psu.edu/catalog/11678.

MLA Handbook (7th Edition):

Gilman, Sharlene Elinor. “"You Never Undo that Promise to Yourself": Identities and agency in an anti-bias, interactive theatrical troupe.” 2011. Web. 05 Dec 2019.

Vancouver:

Gilman SE. "You Never Undo that Promise to Yourself": Identities and agency in an anti-bias, interactive theatrical troupe. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Dec 05]. Available from: https://etda.libraries.psu.edu/catalog/11678.

Council of Science Editors:

Gilman SE. "You Never Undo that Promise to Yourself": Identities and agency in an anti-bias, interactive theatrical troupe. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11678


University of Georgia

15. Williams, Richard Hadley. Body composition, neuromuscular function, and physical activity among adolescent African-American females.

Degree: EdD, Exercise Science, 2002, University of Georgia

 Problem: American adults are facing two major lifestyle-related problems that have surfaced during the previous two-to-three decades: an epidemic of increasing adiposity and a deteriorating… (more)

Subjects/Keywords: African-American females

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APA (6th Edition):

Williams, R. H. (2002). Body composition, neuromuscular function, and physical activity among adolescent African-American females. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/williams_richard_h_200208_edd

Chicago Manual of Style (16th Edition):

Williams, Richard Hadley. “Body composition, neuromuscular function, and physical activity among adolescent African-American females.” 2002. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/williams_richard_h_200208_edd.

MLA Handbook (7th Edition):

Williams, Richard Hadley. “Body composition, neuromuscular function, and physical activity among adolescent African-American females.” 2002. Web. 05 Dec 2019.

Vancouver:

Williams RH. Body composition, neuromuscular function, and physical activity among adolescent African-American females. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_richard_h_200208_edd.

Council of Science Editors:

Williams RH. Body composition, neuromuscular function, and physical activity among adolescent African-American females. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/williams_richard_h_200208_edd


University of Georgia

16. Askew, Garrick Arion. The oral histories of three retired African American superintendents from Georgia.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 This study included the oral histories of three retired African American superintendents who were natives of Georgia. The participants had professional careers that collectively spanned… (more)

Subjects/Keywords: African American Superintendents

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APA (6th Edition):

Askew, G. A. (2004). The oral histories of three retired African American superintendents from Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/askew_garrick_a_200408_edd

Chicago Manual of Style (16th Edition):

Askew, Garrick Arion. “The oral histories of three retired African American superintendents from Georgia.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/askew_garrick_a_200408_edd.

MLA Handbook (7th Edition):

Askew, Garrick Arion. “The oral histories of three retired African American superintendents from Georgia.” 2004. Web. 05 Dec 2019.

Vancouver:

Askew GA. The oral histories of three retired African American superintendents from Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/askew_garrick_a_200408_edd.

Council of Science Editors:

Askew GA. The oral histories of three retired African American superintendents from Georgia. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/askew_garrick_a_200408_edd


Oregon State University

17. 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 December 05, 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. 05 Dec 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 Dec 05]. 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


University of Southern California

18. Prioleau, Lushandra. Effective strategies urban superintendents utilize that improve the academic achievement for African American males.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study examined the effective strategies, resources, and programs urban superintendents utilize to improve the academic achievement for African-American males. This study employed a mixed-methods… (more)

Subjects/Keywords: African American males; academic achievement; urban superintendents

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APA (6th Edition):

Prioleau, L. (2013). Effective strategies urban superintendents utilize that improve the academic achievement for African American males. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/242995/rec/2198

Chicago Manual of Style (16th Edition):

Prioleau, Lushandra. “Effective strategies urban superintendents utilize that improve the academic achievement for African American males.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/242995/rec/2198.

MLA Handbook (7th Edition):

Prioleau, Lushandra. “Effective strategies urban superintendents utilize that improve the academic achievement for African American males.” 2013. Web. 05 Dec 2019.

Vancouver:

Prioleau L. Effective strategies urban superintendents utilize that improve the academic achievement for African American males. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/242995/rec/2198.

Council of Science Editors:

Prioleau L. Effective strategies urban superintendents utilize that improve the academic achievement for African American males. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/242995/rec/2198


University of Southern California

19. Lundy, Howana Lenise. A benchmark analysis of Hardy Brown College Prep.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Student achievement data from the California Department of Education clearly show that a severe and persistent achievement gap exists for African American students across the… (more)

Subjects/Keywords: African American; education; charter; five pillars

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APA (6th Edition):

Lundy, H. L. (2013). A benchmark analysis of Hardy Brown College Prep. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282398/rec/50

Chicago Manual of Style (16th Edition):

Lundy, Howana Lenise. “A benchmark analysis of Hardy Brown College Prep.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282398/rec/50.

MLA Handbook (7th Edition):

Lundy, Howana Lenise. “A benchmark analysis of Hardy Brown College Prep.” 2013. Web. 05 Dec 2019.

Vancouver:

Lundy HL. A benchmark analysis of Hardy Brown College Prep. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282398/rec/50.

Council of Science Editors:

Lundy HL. A benchmark analysis of Hardy Brown College Prep. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/282398/rec/50


Virginia Tech

20. Jones, Zella Higginbotham. A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

African American males in all socioeconomic levels are underperforming in school. Many researchers have conducted studies hoping to find reasons for the underperformance. This study… (more)

Subjects/Keywords: African American males; advanced mathematics classes

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APA (6th Edition):

Jones, Z. H. (2011). A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37549

Chicago Manual of Style (16th Edition):

Jones, Zella Higginbotham. “A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School.” 2011. Doctoral Dissertation, Virginia Tech. Accessed December 05, 2019. http://hdl.handle.net/10919/37549.

MLA Handbook (7th Edition):

Jones, Zella Higginbotham. “A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School.” 2011. Web. 05 Dec 2019.

Vancouver:

Jones ZH. A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10919/37549.

Council of Science Editors:

Jones ZH. A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/37549


Duquesne University

21. Talbert-Horsey, Michelle. An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2015, Duquesne University

 Despite progress in access to colleges and student support services, African American students maintain a low community college completion rate, relative to their enrollment. Using… (more)

Subjects/Keywords: Community college; African-American; Faculty-student engagement

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APA (6th Edition):

Talbert-Horsey, M. (2015). An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1266

Chicago Manual of Style (16th Edition):

Talbert-Horsey, Michelle. “An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College.” 2015. Doctoral Dissertation, Duquesne University. Accessed December 05, 2019. https://dsc.duq.edu/etd/1266.

MLA Handbook (7th Edition):

Talbert-Horsey, Michelle. “An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College.” 2015. Web. 05 Dec 2019.

Vancouver:

Talbert-Horsey M. An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Dec 05]. Available from: https://dsc.duq.edu/etd/1266.

Council of Science Editors:

Talbert-Horsey M. An Exploration of Differences in Group Perceptions of Diversity and Faculty-Student Engagement Between African American and White American, First-Time Students Enrolled in Community College. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/1266


Duquesne University

22. 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 (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 December 05, 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. 05 Dec 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 Dec 05]. 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


Texas Tech University

23. -4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.

Degree: EdD, Higher Education, 2018, Texas Tech University

 The purpose of this qualitative secondary analysis is to examine the perceptions and experiences of a cohort of African American male students as relevant to… (more)

Subjects/Keywords: African American; College Success; First Year

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APA (6th Edition):

-4663-2444. (2018). Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82130

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

Chicago Manual of Style (16th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Doctoral Dissertation, Texas Tech University. Accessed December 05, 2019. http://hdl.handle.net/2346/82130.

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

MLA Handbook (7th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Web. 05 Dec 2019.

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

Vancouver:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2346/82130.

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

Council of Science Editors:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82130

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


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

MLA Handbook (7th Edition):

Jones, Topekia Lasundra. “The influence of language and culture in the literacy development of speakers of African American English.” 2015. Web. 05 Dec 2019.

Vancouver:

Jones TL. The influence of language and culture in the literacy development of speakers of African American English. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/599059/rec/6880.

Council of Science Editors:

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


University of Michigan

25. Pappas, Geraldine A. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.

Degree: EdD, College of Education, Health and Human Services, 2015, University of Michigan

 The beliefs, expectations and responses of today’s educators in the classroom can promote and/or impede communication. The perception of Standard American English is an important… (more)

Subjects/Keywords: Teachers; Empathy; African American English Speakers; Education

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APA (6th Edition):

Pappas, G. A. (2015). Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/112053

Chicago Manual of Style (16th Edition):

Pappas, Geraldine A. “Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.” 2015. Doctoral Dissertation, University of Michigan. Accessed December 05, 2019. http://hdl.handle.net/2027.42/112053.

MLA Handbook (7th Edition):

Pappas, Geraldine A. “Empathy, the Elusive Teaching Skill to Support African American English Speaking Students.” 2015. Web. 05 Dec 2019.

Vancouver:

Pappas GA. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2027.42/112053.

Council of Science Editors:

Pappas GA. Empathy, the Elusive Teaching Skill to Support African American English Speaking Students. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/112053


Northeastern University

26. 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 (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 December 05, 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. 05 Dec 2019.

Vancouver:

Jackson BY. Understanding African American male perceptions of suspension: a narrative study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 05]. 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


University of Southern California

27. Stewart, Paul A. Invisible men: the underrepresentation of African American males in doctoral programs.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This study explored factors related to African American male success in doctoral level education to understand the barriers that prevent or facilitate degree completion. Participants… (more)

Subjects/Keywords: African American men; college; universities; doctoral programs; underrepresentation of African American men

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APA (6th Edition):

Stewart, P. A. (2015). Invisible men: the underrepresentation of African American males in doctoral programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539090/rec/3656

Chicago Manual of Style (16th Edition):

Stewart, Paul A. “Invisible men: the underrepresentation of African American males in doctoral programs.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539090/rec/3656.

MLA Handbook (7th Edition):

Stewart, Paul A. “Invisible men: the underrepresentation of African American males in doctoral programs.” 2015. Web. 05 Dec 2019.

Vancouver:

Stewart PA. Invisible men: the underrepresentation of African American males in doctoral programs. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539090/rec/3656.

Council of Science Editors:

Stewart PA. Invisible men: the underrepresentation of African American males in doctoral programs. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/539090/rec/3656


Wayne State University

28. Coulter, Donna Michelle. A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling.

Degree: EdD, Education Evaluation and Research, 2013, Wayne State University

  To examine disparities in education, the researcher utilized a naturalistic approach to uncover how youth think, talk, and feel about their response to schooling.… (more)

Subjects/Keywords: African-American; community forces; education; social life; violence; youth; African American Studies; Education

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APA (6th Edition):

Coulter, D. M. (2013). A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/645

Chicago Manual of Style (16th Edition):

Coulter, Donna Michelle. “A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling.” 2013. Doctoral Dissertation, Wayne State University. Accessed December 05, 2019. https://digitalcommons.wayne.edu/oa_dissertations/645.

MLA Handbook (7th Edition):

Coulter, Donna Michelle. “A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling.” 2013. Web. 05 Dec 2019.

Vancouver:

Coulter DM. A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2019 Dec 05]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/645.

Council of Science Editors:

Coulter DM. A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/645


University of Southern California

29. Suh, Rita. First and second grade teachers' knowledge and perceptions about African American language speakers.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this case study was to explore first and second grade teachers’ knowledge and perceptions of African American Language (AAL) and its speakers,… (more)

Subjects/Keywords: African American language; elementary; teachers' knowledge and perceptions; African American students; discourse; instructional practices

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APA (6th Edition):

Suh, R. (2015). First and second grade teachers' knowledge and perceptions about African American language speakers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821

Chicago Manual of Style (16th Edition):

Suh, Rita. “First and second grade teachers' knowledge and perceptions about African American language speakers.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821.

MLA Handbook (7th Edition):

Suh, Rita. “First and second grade teachers' knowledge and perceptions about African American language speakers.” 2015. Web. 05 Dec 2019.

Vancouver:

Suh R. First and second grade teachers' knowledge and perceptions about African American language speakers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821.

Council of Science Editors:

Suh R. First and second grade teachers' knowledge and perceptions about African American language speakers. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551428/rec/2821


Northeastern University

30. Robinson, Michael Lamar. A case study: African-American male teacher experiences and perceived impact on schools and their students.

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

 The experiences of students can invariably affect their choices to pursue a career in teaching. As a group African-American male students encounter myriad obstacle as… (more)

Subjects/Keywords: African American education; African American male teachers; case study; critical race theory; teacher recruitment

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

APA (6th Edition):

Robinson, M. L. (2016). A case study: African-American male teacher experiences and perceived impact on schools and their students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20239052

Chicago Manual of Style (16th Edition):

Robinson, Michael Lamar. “A case study: African-American male teacher experiences and perceived impact on schools and their students.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 05, 2019. http://hdl.handle.net/2047/D20239052.

MLA Handbook (7th Edition):

Robinson, Michael Lamar. “A case study: African-American male teacher experiences and perceived impact on schools and their students.” 2016. Web. 05 Dec 2019.

Vancouver:

Robinson ML. A case study: African-American male teacher experiences and perceived impact on schools and their students. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2047/D20239052.

Council of Science Editors:

Robinson ML. A case study: African-American male teacher experiences and perceived impact on schools and their students. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20239052

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