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Degree: EdD  Dept: Education (Leadership)

You searched for subject:(African American female service providers). Showing records 1 – 30 of 68 total matches.

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University of Southern California

1. 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 July 21, 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. 21 Jul 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 Jul 21]. 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

2. Chung, Jiah "Rhea". The journey: Asian American females in higher education administration.

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

 Women and racial minorities are thought to face particular disadvantages in managerial and professional settings. The research studies exploring the influence of gender and racial… (more)

Subjects/Keywords: Asian American female leaders; higher education administration

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APA (6th Edition):

Chung, J. ". (2010). The journey: Asian American females in higher education administration. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/46754/rec/6922

Chicago Manual of Style (16th Edition):

Chung, Jiah "Rhea". “The journey: Asian American females in higher education administration.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/46754/rec/6922.

MLA Handbook (7th Edition):

Chung, Jiah "Rhea". “The journey: Asian American females in higher education administration.” 2010. Web. 21 Jul 2019.

Vancouver:

Chung J". The journey: Asian American females in higher education administration. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/46754/rec/6922.

Council of Science Editors:

Chung J". The journey: Asian American females in higher education administration. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/46754/rec/6922


University of Southern California

3. 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 July 21, 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. 21 Jul 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 Jul 21]. 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

4. 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 July 21, 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. 21 Jul 2019.

Vancouver:

Lundy HL. A benchmark analysis of Hardy Brown College Prep. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 21]. 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


University of Southern California

5. 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 July 21, 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. 21 Jul 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 Jul 21]. 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


University of Southern California

6. 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 July 21, 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. 21 Jul 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 Jul 21]. 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


University of Southern California

7. 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 July 21, 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. 21 Jul 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 Jul 21]. 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 Southern California

8. Bennett, Corliss P. Bridging the gap: a case study of an African American residential community at a predominantly White institution.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This case study applies Schlossberg’s Transitional Theory (1995) to African Americans’ transition and persistence in higher education. The purpose of this case study was to… (more)

Subjects/Keywords: African American residential community; Black residential community; special interest housing; first year programs; African American student programs

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APA (6th Edition):

Bennett, C. P. (2014). Bridging the gap: a case study of an African American residential community at a predominantly White institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163

Chicago Manual of Style (16th Edition):

Bennett, Corliss P. “Bridging the gap: a case study of an African American residential community at a predominantly White institution.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163.

MLA Handbook (7th Edition):

Bennett, Corliss P. “Bridging the gap: a case study of an African American residential community at a predominantly White institution.” 2014. Web. 21 Jul 2019.

Vancouver:

Bennett CP. Bridging the gap: a case study of an African American residential community at a predominantly White institution. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163.

Council of Science Editors:

Bennett CP. Bridging the gap: a case study of an African American residential community at a predominantly White institution. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380523/rec/1163


University of Southern California

9. Barton, Ashley Caroll. Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study.

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

African American degree attainment rates have remained at steadily low rates for the past decade. As a result, studies traditionally focus on the reasons for… (more)

Subjects/Keywords: African American students; African American college students; higher education; university; Black college students; Black students; engagement; involvement; persistence; moderate selectivity

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APA (6th Edition):

Barton, A. C. (2013). Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987

Chicago Manual of Style (16th Edition):

Barton, Ashley Caroll. “Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987.

MLA Handbook (7th Edition):

Barton, Ashley Caroll. “Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study.” 2013. Web. 21 Jul 2019.

Vancouver:

Barton AC. Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987.

Council of Science Editors:

Barton AC. Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987


University of Southern California

10. Riley, Nikki Michelle. "A steady drop will wear a hole in the rock": feminism, the John Henry myth, and the black male experience in higher education.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 The democratic and inclusive community college system has served as an important conduit for the post-secondary educational experiences of Black men. It has been suggested… (more)

Subjects/Keywords: African American men; college; athletes

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APA (6th Edition):

Riley, N. M. (2007). "A steady drop will wear a hole in the rock": feminism, the John Henry myth, and the black male experience in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/584054/rec/28

Chicago Manual of Style (16th Edition):

Riley, Nikki Michelle. “"A steady drop will wear a hole in the rock": feminism, the John Henry myth, and the black male experience in higher education.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/584054/rec/28.

MLA Handbook (7th Edition):

Riley, Nikki Michelle. “"A steady drop will wear a hole in the rock": feminism, the John Henry myth, and the black male experience in higher education.” 2007. Web. 21 Jul 2019.

Vancouver:

Riley NM. "A steady drop will wear a hole in the rock": feminism, the John Henry myth, and the black male experience in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/584054/rec/28.

Council of Science Editors:

Riley NM. "A steady drop will wear a hole in the rock": feminism, the John Henry myth, and the black male experience in higher education. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/584054/rec/28


University of Southern California

11. Rice, Stephen J. How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Understanding the different aspects of the college experience of African American males in a predominantly White institution is an important topic for researchers. This focus… (more)

Subjects/Keywords: African American males; education; religious engagement; student affairs

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APA (6th Edition):

Rice, S. J. (2012). How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254

Chicago Manual of Style (16th Edition):

Rice, Stephen J. “How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254.

MLA Handbook (7th Edition):

Rice, Stephen J. “How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach.” 2012. Web. 21 Jul 2019.

Vancouver:

Rice SJ. How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254.

Council of Science Editors:

Rice SJ. How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/114433/rec/3254


University of Southern California

12. Granger, Kimberlyann Tsai. African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study examines a scholarship program at a community college that seeks to increase the number of African American students earning a Bachelor’s degree in… (more)

Subjects/Keywords: retention; community college; engineering; African-American; engineering; STEM; student success; transfer

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APA (6th Edition):

Granger, K. T. (2011). African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571

Chicago Manual of Style (16th Edition):

Granger, Kimberlyann Tsai. “African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571.

MLA Handbook (7th Edition):

Granger, Kimberlyann Tsai. “African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs.” 2011. Web. 21 Jul 2019.

Vancouver:

Granger KT. African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571.

Council of Science Editors:

Granger KT. African American engineering students at River City Community College: Factors that improve transfer to four-year engineering degree programs. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/442363/rec/571


University of Southern California

13. Anthony, Shuntell L. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Educational reform in large urban school districts has produced little success among African American students. From the implementation of Brown vs. Board of Education Topeka… (more)

Subjects/Keywords: urban schools; partnership; academic achievement; African American students

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APA (6th Edition):

Anthony, S. L. (2011). Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974

Chicago Manual of Style (16th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974.

MLA Handbook (7th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Web. 21 Jul 2019.

Vancouver:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974.

Council of Science Editors:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974


University of Southern California

14. Jones, Shelley Jeannine. The effects of culturally responsive standards based instruction on African American student achievement.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The purpose of this concurrent mixed methods study was to better understand the effects of Culturally Responsive Standards Based Instruction on African American achievement by… (more)

Subjects/Keywords: culturally responsive instruction; African American

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APA (6th Edition):

Jones, S. J. (2008). The effects of culturally responsive standards based instruction on African American student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/60321/rec/6644

Chicago Manual of Style (16th Edition):

Jones, Shelley Jeannine. “The effects of culturally responsive standards based instruction on African American student achievement.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/60321/rec/6644.

MLA Handbook (7th Edition):

Jones, Shelley Jeannine. “The effects of culturally responsive standards based instruction on African American student achievement.” 2008. Web. 21 Jul 2019.

Vancouver:

Jones SJ. The effects of culturally responsive standards based instruction on African American student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/60321/rec/6644.

Council of Science Editors:

Jones SJ. The effects of culturally responsive standards based instruction on African American student achievement. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/60321/rec/6644


University of Southern California

15. McClendon, Lillie Faye. Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The purpose of the study was to explore the factors that influence involvement or non-involvement in the educational experiences of children at home and in… (more)

Subjects/Keywords: African American; early childhood; preschool education; parent involvement; general education

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APA (6th Edition):

McClendon, L. F. (2009). Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2742

Chicago Manual of Style (16th Edition):

McClendon, Lillie Faye. “Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2742.

MLA Handbook (7th Edition):

McClendon, Lillie Faye. “Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program.” 2009. Web. 21 Jul 2019.

Vancouver:

McClendon LF. Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2742.

Council of Science Editors:

McClendon LF. Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239751/rec/2742


University of Southern California

16. Heinel, Donna C. A comparative case study analysis of academically at risk African American male student athletes.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The academic performance of African American male student-athletes has received considerable attention over the past two decades regarding academic achievement. In response the NCAA has… (more)

Subjects/Keywords: student-athletes; academically at risk African American; African American students; football student-athletes

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APA (6th Edition):

Heinel, D. C. (2008). A comparative case study analysis of academically at risk African American male student athletes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110830/rec/110

Chicago Manual of Style (16th Edition):

Heinel, Donna C. “A comparative case study analysis of academically at risk African American male student athletes.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110830/rec/110.

MLA Handbook (7th Edition):

Heinel, Donna C. “A comparative case study analysis of academically at risk African American male student athletes.” 2008. Web. 21 Jul 2019.

Vancouver:

Heinel DC. A comparative case study analysis of academically at risk African American male student athletes. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110830/rec/110.

Council of Science Editors:

Heinel DC. A comparative case study analysis of academically at risk African American male student athletes. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/110830/rec/110


University of Southern California

17. Santiago, Deejay Rafael. The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 Thirty years of research have been committed to investigating the African American student experience in higher education. Colleges have made efforts in the last decade… (more)

Subjects/Keywords: retention; African-American students; learning communities

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APA (6th Edition):

Santiago, D. R. (2008). The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101644/rec/6812

Chicago Manual of Style (16th Edition):

Santiago, Deejay Rafael. “The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101644/rec/6812.

MLA Handbook (7th Edition):

Santiago, Deejay Rafael. “The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution.” 2008. Web. 21 Jul 2019.

Vancouver:

Santiago DR. The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101644/rec/6812.

Council of Science Editors:

Santiago DR. The impact of learning communities on the retention and academic integration of African American students at a highly selective four-year private institution. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/101644/rec/6812


University of Southern California

18. Hill, Robert. Hanging out on Crenshaw: examining the role of racial identity on the academic acheivement of black students at a southern California community college.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The main purpose for conducting this investigation is to examine the relationship between academic achievement and the racial identity of Black college students attending a… (more)

Subjects/Keywords: racial identity; Nigrescence; academic achievement; black males; African American males; higher education; community college

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APA (6th Edition):

Hill, R. (2009). Hanging out on Crenshaw: examining the role of racial identity on the academic acheivement of black students at a southern California community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/208600/rec/3119

Chicago Manual of Style (16th Edition):

Hill, Robert. “Hanging out on Crenshaw: examining the role of racial identity on the academic acheivement of black students at a southern California community college.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/208600/rec/3119.

MLA Handbook (7th Edition):

Hill, Robert. “Hanging out on Crenshaw: examining the role of racial identity on the academic acheivement of black students at a southern California community college.” 2009. Web. 21 Jul 2019.

Vancouver:

Hill R. Hanging out on Crenshaw: examining the role of racial identity on the academic acheivement of black students at a southern California community college. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/208600/rec/3119.

Council of Science Editors:

Hill R. Hanging out on Crenshaw: examining the role of racial identity on the academic acheivement of black students at a southern California community college. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/208600/rec/3119


University of Southern California

19. Placenti, Phillip M. "God has my back": the role of faith-based institutions in preparing African-American students for college success.

Degree: EdD, Education (Leadership), 2012, University of Southern California

African-American students are less likely to attend and successfully complete college than their Asian and White peers. Possible explanations for this disparity include racial and… (more)

Subjects/Keywords: African-American students; college access; college success; faith-based institutions; religious social capital; student spirituality

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APA (6th Edition):

Placenti, P. M. (2012). "God has my back": the role of faith-based institutions in preparing African-American students for college success. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34

Chicago Manual of Style (16th Edition):

Placenti, Phillip M. “"God has my back": the role of faith-based institutions in preparing African-American students for college success.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34.

MLA Handbook (7th Edition):

Placenti, Phillip M. “"God has my back": the role of faith-based institutions in preparing African-American students for college success.” 2012. Web. 21 Jul 2019.

Vancouver:

Placenti PM. "God has my back": the role of faith-based institutions in preparing African-American students for college success. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34.

Council of Science Editors:

Placenti PM. "God has my back": the role of faith-based institutions in preparing African-American students for college success. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34


University of Southern California

20. Whitaker, Amir. Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Large disparities exist in the dropout and incarceration rates of different races, genders, and disabilities. These two phenomena, commonly referred to as the Achievement Gap… (more)

Subjects/Keywords: juvenile justice; special education; African American; incarceration; school engagement; self-efficacy; academic success; achievement gap

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APA (6th Edition):

Whitaker, A. (2011). Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458

Chicago Manual of Style (16th Edition):

Whitaker, Amir. “Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458.

MLA Handbook (7th Edition):

Whitaker, Amir. “Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure.” 2011. Web. 21 Jul 2019.

Vancouver:

Whitaker A. Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458.

Council of Science Editors:

Whitaker A. Reducing the risk among the most at-risk: determining what contributes to African-American males in special education having the highest rates of incarceration and academic failure. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/671859/rec/5458


University of Southern California

21. Ghulam, Karen T. Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The purpose of this study was to examine the support mechanisms of a college preparatory program known as TRIO at the University of Southern California.… (more)

Subjects/Keywords: African American; resiliency; academic achievement; ethnic; code-switching; TRIO; identity; high school

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APA (6th Edition):

Ghulam, K. T. (2009). Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206949/rec/2651

Chicago Manual of Style (16th Edition):

Ghulam, Karen T. “Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206949/rec/2651.

MLA Handbook (7th Edition):

Ghulam, Karen T. “Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program.” 2009. Web. 21 Jul 2019.

Vancouver:

Ghulam KT. Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206949/rec/2651.

Council of Science Editors:

Ghulam KT. Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/206949/rec/2651


University of Southern California

22. Enge, Kari E. What is the impact of same-race alumni mentoring on the career development of African American students attending predominantly White Universities?.

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

 The goal of this study is to examine the impact Black alumni may have on the career development of African American undergraduate students attending predominantly… (more)

Subjects/Keywords: African American students; higher education; mentoring; career development; predominantely White universities; student satisfaction; identity

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APA (6th Edition):

Enge, K. E. (2010). What is the impact of same-race alumni mentoring on the career development of African American students attending predominantly White Universities?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/381776/rec/7889

Chicago Manual of Style (16th Edition):

Enge, Kari E. “What is the impact of same-race alumni mentoring on the career development of African American students attending predominantly White Universities?.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/381776/rec/7889.

MLA Handbook (7th Edition):

Enge, Kari E. “What is the impact of same-race alumni mentoring on the career development of African American students attending predominantly White Universities?.” 2010. Web. 21 Jul 2019.

Vancouver:

Enge KE. What is the impact of same-race alumni mentoring on the career development of African American students attending predominantly White Universities?. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/381776/rec/7889.

Council of Science Editors:

Enge KE. What is the impact of same-race alumni mentoring on the career development of African American students attending predominantly White Universities?. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/381776/rec/7889


University of Southern California

23. Alford, Hannah S. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Serving nearly 12 million students annually, American public community colleges provide access to higher education for a large and diverse population, including those who would… (more)

Subjects/Keywords: student-faculty interaction; racial identity; cultural mistrust; persistence; community college; African American/Black students

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APA (6th Edition):

Alford, H. S. (2012). The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989

Chicago Manual of Style (16th Edition):

Alford, Hannah S. “The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989.

MLA Handbook (7th Edition):

Alford, Hannah S. “The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students.” 2012. Web. 21 Jul 2019.

Vancouver:

Alford HS. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989.

Council of Science Editors:

Alford HS. The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101941/rec/6989


University of Southern California

24. Ward-Roberts, Virginia. Does data-driven decision making matter for African American students?.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 For over 30 years African American students' have been disproportionately placed in special education programs. Because of the heightened pressures of NCLB, data driven decision… (more)

Subjects/Keywords: data-driven decision making; African American students and data use; data use in general and special education classrooms with African American students; the uses of various forms of assessment data with African American students (e.g., benchmarks, standardized, teacher-made, bi-weekly, informal); data use and teachers' instructional practices

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APA (6th Edition):

Ward-Roberts, V. (2009). Does data-driven decision making matter for African American students?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084

Chicago Manual of Style (16th Edition):

Ward-Roberts, Virginia. “Does data-driven decision making matter for African American students?.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084.

MLA Handbook (7th Edition):

Ward-Roberts, Virginia. “Does data-driven decision making matter for African American students?.” 2009. Web. 21 Jul 2019.

Vancouver:

Ward-Roberts V. Does data-driven decision making matter for African American students?. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084.

Council of Science Editors:

Ward-Roberts V. Does data-driven decision making matter for African American students?. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/229259/rec/2084


University of Southern California

25. Foster, Dyrell W. Student engagement experiences of African American males at a California community college.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 This dissertation shows the results of an investigation into the engagement experiences of African American males in a California Community College. In an effort to… (more)

Subjects/Keywords: higher education; community college; student engagement; African American males

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APA (6th Edition):

Foster, D. W. (2008). Student engagement experiences of African American males at a California community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/94733/rec/6134

Chicago Manual of Style (16th Edition):

Foster, Dyrell W. “Student engagement experiences of African American males at a California community college.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/94733/rec/6134.

MLA Handbook (7th Edition):

Foster, Dyrell W. “Student engagement experiences of African American males at a California community college.” 2008. Web. 21 Jul 2019.

Vancouver:

Foster DW. Student engagement experiences of African American males at a California community college. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/94733/rec/6134.

Council of Science Editors:

Foster DW. Student engagement experiences of African American males at a California community college. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/94733/rec/6134


University of Southern California

26. Hernandez, Laura. Co-constructing community, school, and university partnerships for urban school transformation.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The primary purpose of this study is to examine the ways community, K-12 schools, and university partnerships can co-construct relationships within their first year of… (more)

Subjects/Keywords: partnerships; co-construction; school Reform; community; university; K-12 schools; leadership; dialogic; African-American; Latino; teacher education; cultural model; teacher quality

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APA (6th Edition):

Hernandez, L. (2009). Co-constructing community, school, and university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409

Chicago Manual of Style (16th Edition):

Hernandez, Laura. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409.

MLA Handbook (7th Edition):

Hernandez, Laura. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Web. 21 Jul 2019.

Vancouver:

Hernandez L. Co-constructing community, school, and university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409.

Council of Science Editors:

Hernandez L. Co-constructing community, school, and university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409


University of Southern California

27. Hawkins, Viannda M. The influences of student organizational type on the leadership development of African American students at predominantly white institutions: a case study.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 The influence of organizational affiliation on the leadership experiences of African American students at predominantly White institutions are examined in this study. The motivation behind… (more)

Subjects/Keywords: African American undergraduates; leadership development; Predominantly White Institutions

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APA (6th Edition):

Hawkins, V. M. (2007). The influences of student organizational type on the leadership development of African American students at predominantly white institutions: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/510399/rec/6891

Chicago Manual of Style (16th Edition):

Hawkins, Viannda M. “The influences of student organizational type on the leadership development of African American students at predominantly white institutions: a case study.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/510399/rec/6891.

MLA Handbook (7th Edition):

Hawkins, Viannda M. “The influences of student organizational type on the leadership development of African American students at predominantly white institutions: a case study.” 2007. Web. 21 Jul 2019.

Vancouver:

Hawkins VM. The influences of student organizational type on the leadership development of African American students at predominantly white institutions: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/510399/rec/6891.

Council of Science Editors:

Hawkins VM. The influences of student organizational type on the leadership development of African American students at predominantly white institutions: a case study. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/510399/rec/6891


University of Southern California

28. Gillett, Gregory Francsico. Race as a factor: how minority public school superintendents consider their own race in addressing issues of race in their districts.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The challenges of leading a school district substantially increase with the demands of accountability, the pressures of standardized tests, the realities of changing demographics and… (more)

Subjects/Keywords: minority superintendents; leadership; critical race theory; education leadership; public school districts; race; Latino; African-American; equity

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APA (6th Edition):

Gillett, G. F. (2012). Race as a factor: how minority public school superintendents consider their own race in addressing issues of race in their districts. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/200937/rec/5375

Chicago Manual of Style (16th Edition):

Gillett, Gregory Francsico. “Race as a factor: how minority public school superintendents consider their own race in addressing issues of race in their districts.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/200937/rec/5375.

MLA Handbook (7th Edition):

Gillett, Gregory Francsico. “Race as a factor: how minority public school superintendents consider their own race in addressing issues of race in their districts.” 2012. Web. 21 Jul 2019.

Vancouver:

Gillett GF. Race as a factor: how minority public school superintendents consider their own race in addressing issues of race in their districts. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/200937/rec/5375.

Council of Science Editors:

Gillett GF. Race as a factor: how minority public school superintendents consider their own race in addressing issues of race in their districts. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/200937/rec/5375


University of Southern California

29. Vigil, Vincent Eugene. Concept mapping and describing the sources of impact on Black gay college student identity development at 4-year institutions.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 This study examined two primary research objectives: (a) to identify the factors that traditional-age (18- to 22-year-old) Black gay college men at 4-year institutions perceived… (more)

Subjects/Keywords: Black gay men; LGBT Black; African American gay men; Black homosexuality; African American men and homosexuality

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

APA (6th Edition):

Vigil, V. E. (2007). Concept mapping and describing the sources of impact on Black gay college student identity development at 4-year institutions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/588094/rec/1562

Chicago Manual of Style (16th Edition):

Vigil, Vincent Eugene. “Concept mapping and describing the sources of impact on Black gay college student identity development at 4-year institutions.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/588094/rec/1562.

MLA Handbook (7th Edition):

Vigil, Vincent Eugene. “Concept mapping and describing the sources of impact on Black gay college student identity development at 4-year institutions.” 2007. Web. 21 Jul 2019.

Vancouver:

Vigil VE. Concept mapping and describing the sources of impact on Black gay college student identity development at 4-year institutions. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/588094/rec/1562.

Council of Science Editors:

Vigil VE. Concept mapping and describing the sources of impact on Black gay college student identity development at 4-year institutions. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/588094/rec/1562


University of Southern California

30. Charles-Johnson, Princess Jasmine. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.

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

 This qualitative study employs three theoretical frameworks as the source of its foundation, covering literature from Acting White, Stereotype Threat and Campus Climate. The purpose… (more)

Subjects/Keywords: college; African American; campus climate; racial campus climate; diversity; diverse university; UDSB; University with a Diverse Student Body; the color line; perceived campus climate; stereotype threat; acting white; university

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

APA (6th Edition):

Charles-Johnson, P. J. (2013). Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092

Chicago Manual of Style (16th Edition):

Charles-Johnson, Princess Jasmine. “Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092.

MLA Handbook (7th Edition):

Charles-Johnson, Princess Jasmine. “Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students.” 2013. Web. 21 Jul 2019.

Vancouver:

Charles-Johnson PJ. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092.

Council of Science Editors:

Charles-Johnson PJ. Does the colorline still exist in the 21st century: examining racial climate on the campus of a University with a Diverse Student Body (UDSB) as perceived by a group of African American college students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/345482/rec/2092

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