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Degree: EdD  Dates: 2010 – 2014

You searched for subject:(African American female service providers). Showing records 1 – 30 of 191 total matches.

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Northeastern University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Griffith, Tashika. “You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.” 2014. Masters Thesis, Northeastern University. Accessed July 20, 2019. http://hdl.handle.net/2047/d20018689.

MLA Handbook (7th Edition):

Griffith, Tashika. “You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.” 2014. Web. 20 Jul 2019.

Vancouver:

Griffith T. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2047/d20018689.

Council of Science Editors:

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


University of Southern California

2. 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 July 20, 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. 20 Jul 2019.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 20]. 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


University of Southern California

3. 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 July 20, 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. 20 Jul 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 Jul 20]. 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

4. 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 July 20, 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. 20 Jul 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 Jul 20]. 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 Southern California

5. 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 20, 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. 20 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 20]. 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 Cincinnati

6. 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 July 20, 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. 20 Jul 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 Jul 20]. 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 Southern California

7. 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 20, 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. 20 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 20]. 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

8. 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 20, 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. 20 Jul 2019.

Vancouver:

Lundy HL. A benchmark analysis of Hardy Brown College Prep. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 20]. 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

9. 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 July 20, 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. 20 Jul 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 Jul 20]. 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


Wayne State University

10. 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 July 20, 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. 20 Jul 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 Jul 20]. 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

11. 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 20, 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. 20 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 20]. 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

12. 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 20, 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. 20 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 20]. 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

13. 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 20, 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. 20 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 20]. 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 Minnesota

14. Johnson, Bernadeia H. African American female superintendents: resilient school leaders.

Degree: EdD, 2012, University of Minnesota

 Six African American female superintendents who had served as superintendents in at least 2 school districts were interviewed to understand ways in which they responded… (more)

Subjects/Keywords: African American; Females; Resiliency; School Leaders; Superintendents; Educational Policy and Administration

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APA (6th Edition):

Johnson, B. H. (2012). African American female superintendents: resilient school leaders. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/120821

Chicago Manual of Style (16th Edition):

Johnson, Bernadeia H. “African American female superintendents: resilient school leaders.” 2012. Doctoral Dissertation, University of Minnesota. Accessed July 20, 2019. http://purl.umn.edu/120821.

MLA Handbook (7th Edition):

Johnson, Bernadeia H. “African American female superintendents: resilient school leaders.” 2012. Web. 20 Jul 2019.

Vancouver:

Johnson BH. African American female superintendents: resilient school leaders. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2019 Jul 20]. Available from: http://purl.umn.edu/120821.

Council of Science Editors:

Johnson BH. African American female superintendents: resilient school leaders. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/120821


University of South Carolina

15. Silvernail, Linda Watts. An Examination of the Barriers and Supports to African-American Enrollment in Honors and Advanced Placement Courses.

Degree: EdD, Instruction and Teacher Education, 2010, University of South Carolina

  The purpose of this comparative case study was to use qualitative research methods to identify the barriers and supports to African American students choosing… (more)

Subjects/Keywords: Curriculum and Instruction; Education; advanced; African American; case study; courses; Students

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APA (6th Edition):

Silvernail, L. W. (2010). An Examination of the Barriers and Supports to African-American Enrollment in Honors and Advanced Placement Courses. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/263

Chicago Manual of Style (16th Edition):

Silvernail, Linda Watts. “An Examination of the Barriers and Supports to African-American Enrollment in Honors and Advanced Placement Courses.” 2010. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/263.

MLA Handbook (7th Edition):

Silvernail, Linda Watts. “An Examination of the Barriers and Supports to African-American Enrollment in Honors and Advanced Placement Courses.” 2010. Web. 20 Jul 2019.

Vancouver:

Silvernail LW. An Examination of the Barriers and Supports to African-American Enrollment in Honors and Advanced Placement Courses. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/263.

Council of Science Editors:

Silvernail LW. An Examination of the Barriers and Supports to African-American Enrollment in Honors and Advanced Placement Courses. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/263


University of Southern California

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

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 20, 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. 20 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 20]. 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

17. 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 20, 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. 20 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 20]. 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

18. 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 20, 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. 20 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 20]. 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 Florida

19. Moss, Felecia. The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2010, University of Florida

 THE IMPACT OF A CULTURAL IMMERSION EXPERIENCE IN BUILDING CULTURAL COMPETENCE OF PRESERVICE TEACHERS IN URBAN SCHOOLS By Felecia Moss August 2010 Chair: Dorene Ross… (more)

Subjects/Keywords: Academic communities; African American culture; African American studies; Black communities; Classrooms; Learning; Preservice teachers; Schools; Students; Teachers; culture, demander, immersion, multiculturalism, novice, pedagogy, responsiveness, teacher, warm

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APA (6th Edition):

Moss, F. (2010). The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042021

Chicago Manual of Style (16th Edition):

Moss, Felecia. “The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools.” 2010. Doctoral Dissertation, University of Florida. Accessed July 20, 2019. http://ufdc.ufl.edu/UFE0042021.

MLA Handbook (7th Edition):

Moss, Felecia. “The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools.” 2010. Web. 20 Jul 2019.

Vancouver:

Moss F. The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Jul 20]. Available from: http://ufdc.ufl.edu/UFE0042021.

Council of Science Editors:

Moss F. The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0042021


University of Oklahoma

20. Monts, Cheryl Ann. AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE.

Degree: EdD, 2012, University of Oklahoma

Bold Advisors/Committee Members: Frick, William (advisor).

Subjects/Keywords: African American women school principals – Interviews; African American women school principals – Case studies

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

APA (6th Edition):

Monts, C. A. (2012). AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318668

Chicago Manual of Style (16th Edition):

Monts, Cheryl Ann. “AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed July 20, 2019. http://hdl.handle.net/11244/318668.

MLA Handbook (7th Edition):

Monts, Cheryl Ann. “AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE.” 2012. Web. 20 Jul 2019.

Vancouver:

Monts CA. AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/11244/318668.

Council of Science Editors:

Monts CA. AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318668


California State University – Northridge

21. Boyd, Porsha A. Athletic cheers and academic assists: examining Black male basketball players??? social relationships at a division-I institution and their effect on academic success.

Degree: EdD, Department of Education Leadership And Policy Studies, 2014, California State University – Northridge

 Division-I Black male basketball players remain the overall lowest academic-achieving population in the National Collegiate Athletic Association (NCAA), with a graduation success rate of 68%… (more)

Subjects/Keywords: African American; Male; Dissertations, Academic  – CSUN  – Education  – Educational Leadership and Policy Studies.

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APA (6th Edition):

Boyd, P. A. (2014). Athletic cheers and academic assists: examining Black male basketball players??? social relationships at a division-I institution and their effect on academic success. (Doctoral Dissertation). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/125327

Chicago Manual of Style (16th Edition):

Boyd, Porsha A. “Athletic cheers and academic assists: examining Black male basketball players??? social relationships at a division-I institution and their effect on academic success.” 2014. Doctoral Dissertation, California State University – Northridge. Accessed July 20, 2019. http://hdl.handle.net/10211.3/125327.

MLA Handbook (7th Edition):

Boyd, Porsha A. “Athletic cheers and academic assists: examining Black male basketball players??? social relationships at a division-I institution and their effect on academic success.” 2014. Web. 20 Jul 2019.

Vancouver:

Boyd PA. Athletic cheers and academic assists: examining Black male basketball players??? social relationships at a division-I institution and their effect on academic success. [Internet] [Doctoral dissertation]. California State University – Northridge; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10211.3/125327.

Council of Science Editors:

Boyd PA. Athletic cheers and academic assists: examining Black male basketball players??? social relationships at a division-I institution and their effect on academic success. [Doctoral Dissertation]. California State University – Northridge; 2014. Available from: http://hdl.handle.net/10211.3/125327


Penn State University

22. Drayton, Brendaly Elizabeth. Literacy and identity: Reflections of six African American males in an adult literacy program.

Degree: EdD, Adult Education, 2012, Penn State University

 ABSTRACT This multiple case study explored how the literate experiences of six African American men influenced their perceptions of and engagement with a community-based adult… (more)

Subjects/Keywords: Adult literacy; Adult basic education; African American males; Gender; Identity; Narrative analysis

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APA (6th Edition):

Drayton, B. E. (2012). Literacy and identity: Reflections of six African American males in an adult literacy program. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15298

Chicago Manual of Style (16th Edition):

Drayton, Brendaly Elizabeth. “Literacy and identity: Reflections of six African American males in an adult literacy program.” 2012. Doctoral Dissertation, Penn State University. Accessed July 20, 2019. https://etda.libraries.psu.edu/catalog/15298.

MLA Handbook (7th Edition):

Drayton, Brendaly Elizabeth. “Literacy and identity: Reflections of six African American males in an adult literacy program.” 2012. Web. 20 Jul 2019.

Vancouver:

Drayton BE. Literacy and identity: Reflections of six African American males in an adult literacy program. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Jul 20]. Available from: https://etda.libraries.psu.edu/catalog/15298.

Council of Science Editors:

Drayton BE. Literacy and identity: Reflections of six African American males in an adult literacy program. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15298


University of Southern California

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

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 20, 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. 20 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 20]. 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

24. 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 20, 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. 20 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 20]. 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


Virginia Tech

25. Jones, Asia Roche'. Practices and Procedures that Influence African-American Males to Drop Out from Public School.

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

 The African-American male national on-time graduation rate data are evidence that systemic changes must occur to address the academic failure they experience. A significant gap in… (more)

Subjects/Keywords: African-American male; curriculum programming; discipline sanctions; dropout; instructional experiences; student-teacher relationship

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APA (6th Edition):

Jones, A. R. (2011). Practices and Procedures that Influence African-American Males to Drop Out from Public School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26761

Chicago Manual of Style (16th Edition):

Jones, Asia Roche'. “Practices and Procedures that Influence African-American Males to Drop Out from Public School.” 2011. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/26761.

MLA Handbook (7th Edition):

Jones, Asia Roche'. “Practices and Procedures that Influence African-American Males to Drop Out from Public School.” 2011. Web. 20 Jul 2019.

Vancouver:

Jones AR. Practices and Procedures that Influence African-American Males to Drop Out from Public School. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/26761.

Council of Science Editors:

Jones AR. Practices and Procedures that Influence African-American Males to Drop Out from Public School. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26761


West Virginia University

26. Jones, Twyla L. Exploring Factors Affecting Persistence of First-Year Student Success at the University of the District of Columbia.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 This study examined four elements within the university environment that may provide a connection to the success of students' initial year on campus. The four… (more)

Subjects/Keywords: Educational leadership; Higher education; Higher education administration; Black studies; African American studies

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APA (6th Edition):

Jones, T. L. (2011). Exploring Factors Affecting Persistence of First-Year Student Success at the University of the District of Columbia. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3100

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

Chicago Manual of Style (16th Edition):

Jones, Twyla L. “Exploring Factors Affecting Persistence of First-Year Student Success at the University of the District of Columbia.” 2011. Thesis, West Virginia University. Accessed July 20, 2019. https://researchrepository.wvu.edu/etd/3100.

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

MLA Handbook (7th Edition):

Jones, Twyla L. “Exploring Factors Affecting Persistence of First-Year Student Success at the University of the District of Columbia.” 2011. Web. 20 Jul 2019.

Vancouver:

Jones TL. Exploring Factors Affecting Persistence of First-Year Student Success at the University of the District of Columbia. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Jul 20]. Available from: https://researchrepository.wvu.edu/etd/3100.

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

Council of Science Editors:

Jones TL. Exploring Factors Affecting Persistence of First-Year Student Success at the University of the District of Columbia. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3100

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


University of South Carolina

27. Elliott, Antionette Holmes. African American Females 'Perceptions of Their Science Classroom Learning Enviornment And Its Impact on Their Attitudes Toward Science.

Degree: EdD, Educational Studies, 2012, University of South Carolina

  This purpose of this study was to examine learning environments in middle school science for African American females and its impact on science attitudes.… (more)

Subjects/Keywords: Education; African American females; attitudes toward science; learning environment; middle school; science

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APA (6th Edition):

Elliott, A. H. (2012). African American Females 'Perceptions of Their Science Classroom Learning Enviornment And Its Impact on Their Attitudes Toward Science. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/934

Chicago Manual of Style (16th Edition):

Elliott, Antionette Holmes. “African American Females 'Perceptions of Their Science Classroom Learning Enviornment And Its Impact on Their Attitudes Toward Science.” 2012. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/934.

MLA Handbook (7th Edition):

Elliott, Antionette Holmes. “African American Females 'Perceptions of Their Science Classroom Learning Enviornment And Its Impact on Their Attitudes Toward Science.” 2012. Web. 20 Jul 2019.

Vancouver:

Elliott AH. African American Females 'Perceptions of Their Science Classroom Learning Enviornment And Its Impact on Their Attitudes Toward Science. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/934.

Council of Science Editors:

Elliott AH. African American Females 'Perceptions of Their Science Classroom Learning Enviornment And Its Impact on Their Attitudes Toward Science. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/934


North Carolina State University

28. Hall, Jodi Kristen. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT HALL, JODI. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Under the direction of Dr. Tuere Bowles.) Many… (more)

Subjects/Keywords: African American doctoral students; Black doctoral students; for-profit colleges; critical race theory

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APA (6th Edition):

Hall, J. K. (2010). African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6211

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):

Hall, Jodi Kristen. “African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.” 2010. Thesis, North Carolina State University. Accessed July 20, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6211.

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

MLA Handbook (7th Edition):

Hall, Jodi Kristen. “African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.” 2010. Web. 20 Jul 2019.

Vancouver:

Hall JK. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Jul 20]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6211.

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

Council of Science Editors:

Hall JK. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6211

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


University of Southern California

29. 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 20, 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. 20 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 20]. 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

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

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 20, 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. 20 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 20]. 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

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