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Degree: EdD

You searched for subject:(African American female service providers). Showing records 121 – 150 of 530 total matches.

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University of Southern California

121. 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 20, 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. 20 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 20]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

MLA Handbook (7th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Web. 20 Jul 2019.

Vancouver:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7160.

Council of Science Editors:

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


University of Southern California

123. Williams, Jacqueline. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.

Degree: EdD, Education, 2013, University of Southern California

 The purpose of this research study was to examine leadership behaviors of middle school principals who have been successful in stimulating and sustaining African-American students’… (more)

Subjects/Keywords: leadership; behaviors; middle school; principals; African-American; students; achievement; mathematics; assessment; test; California Standards Test; at-risk; low achieving

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APA (6th Edition):

Williams, J. (2013). An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736

Chicago Manual of Style (16th Edition):

Williams, Jacqueline. “An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736.

MLA Handbook (7th Edition):

Williams, Jacqueline. “An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.” 2013. Web. 20 Jul 2019.

Vancouver:

Williams J. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736.

Council of Science Editors:

Williams J. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736


Oregon State University

124. McKinnon, Maurice. Perceptions of an African American woman chief executive officer in a community college setting.

Degree: EdD, Education, 2000, Oregon State University

 Community colleges are in a strategic position to meet the growing demands for educating a population that is in a dynamic state of change, a… (more)

Subjects/Keywords: African American women chief executive officers  – Attitudes

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APA (6th Edition):

McKinnon, M. (2000). Perceptions of an African American woman chief executive officer in a community college setting. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/32906

Chicago Manual of Style (16th Edition):

McKinnon, Maurice. “Perceptions of an African American woman chief executive officer in a community college setting.” 2000. Doctoral Dissertation, Oregon State University. Accessed July 20, 2019. http://hdl.handle.net/1957/32906.

MLA Handbook (7th Edition):

McKinnon, Maurice. “Perceptions of an African American woman chief executive officer in a community college setting.” 2000. Web. 20 Jul 2019.

Vancouver:

McKinnon M. Perceptions of an African American woman chief executive officer in a community college setting. [Internet] [Doctoral dissertation]. Oregon State University; 2000. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/1957/32906.

Council of Science Editors:

McKinnon M. Perceptions of an African American woman chief executive officer in a community college setting. [Doctoral Dissertation]. Oregon State University; 2000. Available from: http://hdl.handle.net/1957/32906


Virginia Tech

125. Smith, Charles N. An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987.

Degree: EdD, Higher Education Administration, 1994, Virginia Tech

Subjects/Keywords: African American college students Virginia.; LD5655.V856 1993.S659

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APA (6th Edition):

Smith, C. N. (1994). An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/38554

Chicago Manual of Style (16th Edition):

Smith, Charles N. “An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987.” 1994. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/38554.

MLA Handbook (7th Edition):

Smith, Charles N. “An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987.” 1994. Web. 20 Jul 2019.

Vancouver:

Smith CN. An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/38554.

Council of Science Editors:

Smith CN. An evaluation of the changes implemented in the Virginia Student Transition Program (VSTP) at George Mason University, 1986-1987. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/38554


Virginia Tech

126. White, Margaret Cole. Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 Slightly more than two million teachers will be needed for the nation's classrooms within the next decade. Consequently, some states have begun to look to… (more)

Subjects/Keywords: transitions; paraeducator; teacher preparation; African American women; phenomenology

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APA (6th Edition):

White, M. C. (2002). Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27870

Chicago Manual of Style (16th Edition):

White, Margaret Cole. “Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories.” 2002. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/27870.

MLA Handbook (7th Edition):

White, Margaret Cole. “Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories.” 2002. Web. 20 Jul 2019.

Vancouver:

White MC. Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/27870.

Council of Science Editors:

White MC. Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/27870


Virginia Tech

127. McGinnis, Marvin Harris. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 CHALLENGES OF STUDYING ATTRIBUTES ASSOCIATED WITH AFRICAN AMERICAN MALES WHO ARE NOT SUCCESSFUL WITH TESTING MEASURES by Marvin H. McGinnis Steve R. Parson, Committee Chair… (more)

Subjects/Keywords: African American Males; Student Achievement; high-stakes tests

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APA (6th Edition):

McGinnis, M. H. (2002). Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29186

Chicago Manual of Style (16th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/29186.

MLA Handbook (7th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Web. 20 Jul 2019.

Vancouver:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/29186.

Council of Science Editors:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/29186


Virginia Tech

128. Hodge, John W. Let Our Youth Speak: A Phenomenological Analysis of Resilience in Students with Multiple Risk Factors.

Degree: EdD, Educational Leadership and Policy Studies, 2009, Virginia Tech

 Resilience is a phenomenon that refers to the ability to overcome risk factors that increase the likelihood of academic or social failure. Considerable research has… (more)

Subjects/Keywords: Resilience; Risk Factors; African-American; Protective Factors

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APA (6th Edition):

Hodge, J. W. (2009). Let Our Youth Speak: A Phenomenological Analysis of Resilience in Students with Multiple Risk Factors. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26853

Chicago Manual of Style (16th Edition):

Hodge, John W. “Let Our Youth Speak: A Phenomenological Analysis of Resilience in Students with Multiple Risk Factors.” 2009. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/26853.

MLA Handbook (7th Edition):

Hodge, John W. “Let Our Youth Speak: A Phenomenological Analysis of Resilience in Students with Multiple Risk Factors.” 2009. Web. 20 Jul 2019.

Vancouver:

Hodge JW. Let Our Youth Speak: A Phenomenological Analysis of Resilience in Students with Multiple Risk Factors. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/26853.

Council of Science Editors:

Hodge JW. Let Our Youth Speak: A Phenomenological Analysis of Resilience in Students with Multiple Risk Factors. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26853


Virginia Tech

129. Abdul-Karim, Brian Zayid. Understanding the Islamic conversion experience of two African American males :a case study approach to decision making toward transformational change.

Degree: EdD, Adult and Continuing Education, 1996, Virginia Tech

  Islamic conversion among African Americans is a unique 20th-Century phenomenon. African Americans represent 42% of the total Muslim population in America. This research study… (more)

Subjects/Keywords: Islamic conversion; African American males; LD5655.V856 1996.A238

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APA (6th Edition):

Abdul-Karim, B. Z. (1996). Understanding the Islamic conversion experience of two African American males :a case study approach to decision making toward transformational change. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37962

Chicago Manual of Style (16th Edition):

Abdul-Karim, Brian Zayid. “Understanding the Islamic conversion experience of two African American males :a case study approach to decision making toward transformational change.” 1996. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/37962.

MLA Handbook (7th Edition):

Abdul-Karim, Brian Zayid. “Understanding the Islamic conversion experience of two African American males :a case study approach to decision making toward transformational change.” 1996. Web. 20 Jul 2019.

Vancouver:

Abdul-Karim BZ. Understanding the Islamic conversion experience of two African American males :a case study approach to decision making toward transformational change. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/37962.

Council of Science Editors:

Abdul-Karim BZ. Understanding the Islamic conversion experience of two African American males :a case study approach to decision making toward transformational change. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/37962


Virginia Tech

130. Snyder, Nerissa Lovella Rea. What does it mean to a Black man in the United States of America?.

Degree: EdD, Education, Community College, 2019, Virginia Tech

 Scarce is the research on the effects of the social and political climates of the Civil Rights era on children of that time. Comparisons are… (more)

Subjects/Keywords: African-American; Black; lived experiences; respect; Black man; Black men; Black boys; social crisis; civil rights era; discrimination; racism

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APA (6th Edition):

Snyder, N. L. R. (2019). What does it mean to a Black man in the United States of America?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/87708

Chicago Manual of Style (16th Edition):

Snyder, Nerissa Lovella Rea. “What does it mean to a Black man in the United States of America?.” 2019. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/87708.

MLA Handbook (7th Edition):

Snyder, Nerissa Lovella Rea. “What does it mean to a Black man in the United States of America?.” 2019. Web. 20 Jul 2019.

Vancouver:

Snyder NLR. What does it mean to a Black man in the United States of America?. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/87708.

Council of Science Editors:

Snyder NLR. What does it mean to a Black man in the United States of America?. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/87708

131. Martin, Robin. African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2013, University of Cincinnati

 AbstractLeadership remains an important topic across various disciples. The continuous demonstration of effective leadership and its impact on institutions and society fuels the inquiry into… (more)

Subjects/Keywords: Educational Leadership; African American Leadership; Ubuntu

…Gordon, 2000, p. xiii). As an African American administrator at a predominately White… …into how African American leaders navigate its political, cultural, and social environments… …valuable intellectual contributions and achievements of African American scholars such as W. E… …community-organizing model that speaks to the legacy of African American leadership and the… …represent a dichotomous relationship among African American leadership, Black intellect, and the… 

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APA (6th Edition):

Martin, R. (2013). African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654

Chicago Manual of Style (16th Edition):

Martin, Robin. “African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed July 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654.

MLA Handbook (7th Edition):

Martin, Robin. “African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution.” 2013. Web. 20 Jul 2019.

Vancouver:

Martin R. African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Jul 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654.

Council of Science Editors:

Martin R. African American Leadership in Urban Institutions of Higher Education: A Case Narrative of the Social, Cultural, and Institutional Impact of an Individual Leader at a Historically White Institution. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024654


University of South Carolina

132. Taylor, Sonja L. Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation.

Degree: EdD, Educational Studies, 2018, University of South Carolina

African Americans are underrepresented at all points in the STEM pipeline from K-12 coursework into professional careers. The reasons for this underrepresentation are varied… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Counseling Program; Intervention; Improving; African American Students’ Science; Technology; Engineering; Mathematics; Dual Enrollment Participation

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APA (6th Edition):

Taylor, S. L. (2018). Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4702

Chicago Manual of Style (16th Edition):

Taylor, Sonja L. “Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/4702.

MLA Handbook (7th Edition):

Taylor, Sonja L. “Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation.” 2018. Web. 20 Jul 2019.

Vancouver:

Taylor SL. Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/4702.

Council of Science Editors:

Taylor SL. Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4702


Miami University

133. Knapp, Jennifer McClelland. The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices.

Degree: EdD, Educational Leadership, 2018, Miami University

 In many parts of a mid-western state, the student population appears to becoming more diverse, while the majority of the teaching population appears to continue… (more)

Subjects/Keywords: Educational Leadership; Education; white privilege; culturally responsive teaching; culturally relevant teaching; privilege; African American; achievement gap

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APA (6th Edition):

Knapp, J. M. (2018). The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576

Chicago Manual of Style (16th Edition):

Knapp, Jennifer McClelland. “The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices.” 2018. Doctoral Dissertation, Miami University. Accessed July 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576.

MLA Handbook (7th Edition):

Knapp, Jennifer McClelland. “The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices.” 2018. Web. 20 Jul 2019.

Vancouver:

Knapp JM. The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Jul 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576.

Council of Science Editors:

Knapp JM. The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576


Wayne State University

134. Curtis-Fields, Frances Ernestine. The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students.

Degree: EdD, Educational Leadership and Policy, 2010, Wayne State University

  The purpose of this study was to investigate the impact of self-efficacy, locus of control, and perceived parental influence on the academic achievement of… (more)

Subjects/Keywords: African American; High School; Locus of Control; Low Socioeconomic Status; Parental Involvement; Self efficacy; Education Policy

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APA (6th Edition):

Curtis-Fields, F. E. (2010). The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/65

Chicago Manual of Style (16th Edition):

Curtis-Fields, Frances Ernestine. “The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students.” 2010. Doctoral Dissertation, Wayne State University. Accessed July 20, 2019. https://digitalcommons.wayne.edu/oa_dissertations/65.

MLA Handbook (7th Edition):

Curtis-Fields, Frances Ernestine. “The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students.” 2010. Web. 20 Jul 2019.

Vancouver:

Curtis-Fields FE. The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Jul 20]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/65.

Council of Science Editors:

Curtis-Fields FE. The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/65


Wayne State University

135. Wood, Lynda Charese. Conceptual change and science achievement related to a lesson sequence on acids and bases among african american alternative high school students': ateacher's practical arguments and the voice of the "other".

Degree: EdD, Science Education, 2012, Wayne State University

  The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning.… (more)

Subjects/Keywords: achievement, acids and bases, african american, conceptual change, practical arguments, professional learning; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Wood, L. C. (2012). Conceptual change and science achievement related to a lesson sequence on acids and bases among african american alternative high school students': ateacher's practical arguments and the voice of the "other". (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/487

Chicago Manual of Style (16th Edition):

Wood, Lynda Charese. “Conceptual change and science achievement related to a lesson sequence on acids and bases among african american alternative high school students': ateacher's practical arguments and the voice of the "other".” 2012. Doctoral Dissertation, Wayne State University. Accessed July 20, 2019. https://digitalcommons.wayne.edu/oa_dissertations/487.

MLA Handbook (7th Edition):

Wood, Lynda Charese. “Conceptual change and science achievement related to a lesson sequence on acids and bases among african american alternative high school students': ateacher's practical arguments and the voice of the "other".” 2012. Web. 20 Jul 2019.

Vancouver:

Wood LC. Conceptual change and science achievement related to a lesson sequence on acids and bases among african american alternative high school students': ateacher's practical arguments and the voice of the "other". [Internet] [Doctoral dissertation]. Wayne State University; 2012. [cited 2019 Jul 20]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/487.

Council of Science Editors:

Wood LC. Conceptual change and science achievement related to a lesson sequence on acids and bases among african american alternative high school students': ateacher's practical arguments and the voice of the "other". [Doctoral Dissertation]. Wayne State University; 2012. Available from: https://digitalcommons.wayne.edu/oa_dissertations/487


University of South Carolina

136. Ross, Akil Edward. Giving Voice to the "Insufficient Sample": A Phenomenological Study of African American Students Attending A Predominantly White High School.

Degree: EdD, Educational Leadership and Policies, 2012, University of South Carolina

  The purpose of this phenomenological study was to understand how African American students of low socioeconomic status perceived their educational experiences at a predominantly… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Accountability; African American Students; High School; Historically Disadvantage Groups; Insufficient Sample; Phenomenology

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APA (6th Edition):

Ross, A. E. (2012). Giving Voice to the "Insufficient Sample": A Phenomenological Study of African American Students Attending A Predominantly White High School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/872

Chicago Manual of Style (16th Edition):

Ross, Akil Edward. “Giving Voice to the "Insufficient Sample": A Phenomenological Study of African American Students Attending A Predominantly White High School.” 2012. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/872.

MLA Handbook (7th Edition):

Ross, Akil Edward. “Giving Voice to the "Insufficient Sample": A Phenomenological Study of African American Students Attending A Predominantly White High School.” 2012. Web. 20 Jul 2019.

Vancouver:

Ross AE. Giving Voice to the "Insufficient Sample": A Phenomenological Study of African American Students Attending A Predominantly White High School. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/872.

Council of Science Editors:

Ross AE. Giving Voice to the "Insufficient Sample": A Phenomenological Study of African American Students Attending A Predominantly White High School. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/872


Duquesne University

137. Good, Tyra. Changing the Paradigm in Strengthening School-Community Partnerships: Culturally Relevant Afterschool Programs Providing Professional Development to Classroom Teachers.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2013, Duquesne University

 This research study focused on culturally responsive teaching instruction supported and developed through less formal learning and teaching environments. Eight in-service teachers shared their beliefs,… (more)

Subjects/Keywords: african-american youth; afterschool programs; culturally responsive teaching; out-of-school time; school-family-community partnerships; teacher learning

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APA (6th Edition):

Good, T. (2013). Changing the Paradigm in Strengthening School-Community Partnerships: Culturally Relevant Afterschool Programs Providing Professional Development to Classroom Teachers. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/590

Chicago Manual of Style (16th Edition):

Good, Tyra. “Changing the Paradigm in Strengthening School-Community Partnerships: Culturally Relevant Afterschool Programs Providing Professional Development to Classroom Teachers.” 2013. Doctoral Dissertation, Duquesne University. Accessed July 20, 2019. https://dsc.duq.edu/etd/590.

MLA Handbook (7th Edition):

Good, Tyra. “Changing the Paradigm in Strengthening School-Community Partnerships: Culturally Relevant Afterschool Programs Providing Professional Development to Classroom Teachers.” 2013. Web. 20 Jul 2019.

Vancouver:

Good T. Changing the Paradigm in Strengthening School-Community Partnerships: Culturally Relevant Afterschool Programs Providing Professional Development to Classroom Teachers. [Internet] [Doctoral dissertation]. Duquesne University; 2013. [cited 2019 Jul 20]. Available from: https://dsc.duq.edu/etd/590.

Council of Science Editors:

Good T. Changing the Paradigm in Strengthening School-Community Partnerships: Culturally Relevant Afterschool Programs Providing Professional Development to Classroom Teachers. [Doctoral Dissertation]. Duquesne University; 2013. Available from: https://dsc.duq.edu/etd/590

138. Blackmon, Nikisha. 21st century literacy instruction: African American males' experiences in an English/language arts classroom.

Degree: EdD, 1144, 2014, University of Illinois – Urbana-Champaign

 This dissertation explores how literacy instruction is organized for, taught, and experienced by five adolescent, African American, male students in an eighth grade English/Language Arts… (more)

Subjects/Keywords: reading; literacy; teacher beliefs; African American Males

…studies with African American males being at the bottom of the achievement levels (Center… …American male students and European American students that was 17.2% with the African American… …2010). Achievement levels for African American males, specifically in economically… …African American males in the United States are more likely to attend schools in economically… …addition, African American males are disproportionately represented in special education and/or… 

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APA (6th Edition):

Blackmon, N. (2014). 21st century literacy instruction: African American males' experiences in an English/language arts classroom. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49417

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):

Blackmon, Nikisha. “21st century literacy instruction: African American males' experiences in an English/language arts classroom.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed July 20, 2019. http://hdl.handle.net/2142/49417.

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

MLA Handbook (7th Edition):

Blackmon, Nikisha. “21st century literacy instruction: African American males' experiences in an English/language arts classroom.” 2014. Web. 20 Jul 2019.

Vancouver:

Blackmon N. 21st century literacy instruction: African American males' experiences in an English/language arts classroom. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2142/49417.

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

Council of Science Editors:

Blackmon N. 21st century literacy instruction: African American males' experiences in an English/language arts classroom. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49417

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


University of South Carolina

139. Brown, Audra Dorr. Supporting Engagement among African American Males in World Geography Class through the Implementation of Culturally Relevant Pedagogy: A Self-Study.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  Given the reality of disenfranchised and marginalized students sitting in today’s classrooms, it is imperative that teachers meet the pedagogical needs of these students.… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Supporting Engagement; African American Males; World Geography Class; Implementation of Culturally Relevant Pedagogy; Self-Study

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APA (6th Edition):

Brown, A. D. (2018). Supporting Engagement among African American Males in World Geography Class through the Implementation of Culturally Relevant Pedagogy: A Self-Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4598

Chicago Manual of Style (16th Edition):

Brown, Audra Dorr. “Supporting Engagement among African American Males in World Geography Class through the Implementation of Culturally Relevant Pedagogy: A Self-Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 20, 2019. https://scholarcommons.sc.edu/etd/4598.

MLA Handbook (7th Edition):

Brown, Audra Dorr. “Supporting Engagement among African American Males in World Geography Class through the Implementation of Culturally Relevant Pedagogy: A Self-Study.” 2018. Web. 20 Jul 2019.

Vancouver:

Brown AD. Supporting Engagement among African American Males in World Geography Class through the Implementation of Culturally Relevant Pedagogy: A Self-Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 20]. Available from: https://scholarcommons.sc.edu/etd/4598.

Council of Science Editors:

Brown AD. Supporting Engagement among African American Males in World Geography Class through the Implementation of Culturally Relevant Pedagogy: A Self-Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4598


North Carolina State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Leak, Johnny. “A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina.” 2003. Thesis, North Carolina State University. Accessed July 20, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5088.

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

MLA Handbook (7th Edition):

Leak, Johnny. “A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina.” 2003. Web. 20 Jul 2019.

Vancouver:

Leak J. A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Jul 20]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5088.

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

Council of Science Editors:

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

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


University of Southern California

141. 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 20, 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. 20 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 20]. 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

142. 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 20, 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. 20 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 20]. 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

143. Jeffers, Adam R. Early academic experiences of recently incarcerated African American males.

Degree: EdD, Education, 2010, University of Southern California

 This project examines the early educational experiences of 6 young African American males (ages 18-25) who attended urban schools in San Diego, California. All 6… (more)

Subjects/Keywords: African American males; Black boys; urban education; incarceration; school-to-prison pipeline; student perceptions; teacher expectations; racial identity development; sociocultural

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APA (6th Edition):

Jeffers, A. R. (2010). Early academic experiences of recently incarcerated African American males. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140

Chicago Manual of Style (16th Edition):

Jeffers, Adam R. “Early academic experiences of recently incarcerated African American males.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140.

MLA Handbook (7th Edition):

Jeffers, Adam R. “Early academic experiences of recently incarcerated African American males.” 2010. Web. 20 Jul 2019.

Vancouver:

Jeffers AR. Early academic experiences of recently incarcerated African American males. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140.

Council of Science Editors:

Jeffers AR. Early academic experiences of recently incarcerated African American males. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140


University of Southern California

144. Conner, Jaclyn D. Exploring the effects of media on the self-concepts and achievement of African American high school students.

Degree: EdD, Education (Psychology & Technology), 2007, University of Southern California

 Television is a medium that transmits messages to mass audiences daily. African American adolescents view more television than any other demographic group. Historically a disparity… (more)

Subjects/Keywords: television; achievement; African American; adolescents; multimedia literacy; self-concepts

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APA (6th Edition):

Conner, J. D. (2007). Exploring the effects of media on the self-concepts and achievement of African American high school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/323749/rec/2666

Chicago Manual of Style (16th Edition):

Conner, Jaclyn D. “Exploring the effects of media on the self-concepts and achievement of African American high school students.” 2007. Doctoral Dissertation, University of Southern California. Accessed July 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/323749/rec/2666.

MLA Handbook (7th Edition):

Conner, Jaclyn D. “Exploring the effects of media on the self-concepts and achievement of African American high school students.” 2007. Web. 20 Jul 2019.

Vancouver:

Conner JD. Exploring the effects of media on the self-concepts and achievement of African American high school students. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Jul 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/323749/rec/2666.

Council of Science Editors:

Conner JD. Exploring the effects of media on the self-concepts and achievement of African American high school students. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/323749/rec/2666


Arizona State University

145. Kelly, Seanan Tristan. African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment.

Degree: EdD, Higher and Postsecondary Education, 2012, Arizona State University

 This descriptive qualitative case study explored undergraduate degree attainment by African American males in football and basketball at a National Collegiate Athletic Association (NCAA) Division… (more)

Subjects/Keywords: Educational administration; Educational evaluation; Black studies; African-American; Collegiate-athletics; Degree-attainment; Division-1; policy; student-athlete

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APA (6th Edition):

Kelly, S. T. (2012). African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14696

Chicago Manual of Style (16th Edition):

Kelly, Seanan Tristan. “African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment.” 2012. Doctoral Dissertation, Arizona State University. Accessed July 20, 2019. http://repository.asu.edu/items/14696.

MLA Handbook (7th Edition):

Kelly, Seanan Tristan. “African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment.” 2012. Web. 20 Jul 2019.

Vancouver:

Kelly ST. African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Jul 20]. Available from: http://repository.asu.edu/items/14696.

Council of Science Editors:

Kelly ST. African-American Male Student-Athletes in Division I Collegiate Sports: Expectations and Aspirations for Undergraduate Degree Attainment. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14696


Northeastern University

146. Love, Jamica. The Experinces Of African American College Presidents And Race-conscious Affirmative Action Policies Admissions Policies.

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

 The use of interpretative phenomenological analysis served as a lens to direct the researcher in making meaning of the experiences of African American college presidents… (more)

Subjects/Keywords: Admissions policies; African American; Black; Critical race theory; interpretative phenomenological analysis (IPA); Race-conscious affirmative action; Higher education administration; Public policy

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APA (6th Edition):

Love, J. (2019). The Experinces Of African American College Presidents And Race-conscious Affirmative Action Policies Admissions Policies. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316537

Chicago Manual of Style (16th Edition):

Love, Jamica. “The Experinces Of African American College Presidents And Race-conscious Affirmative Action Policies Admissions Policies.” 2019. Doctoral Dissertation, Northeastern University. Accessed July 20, 2019. http://hdl.handle.net/2047/D20316537.

MLA Handbook (7th Edition):

Love, Jamica. “The Experinces Of African American College Presidents And Race-conscious Affirmative Action Policies Admissions Policies.” 2019. Web. 20 Jul 2019.

Vancouver:

Love J. The Experinces Of African American College Presidents And Race-conscious Affirmative Action Policies Admissions Policies. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2047/D20316537.

Council of Science Editors:

Love J. The Experinces Of African American College Presidents And Race-conscious Affirmative Action Policies Admissions Policies. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316537


Northeastern University

147. Arjun, Whitney. Life At The Intersection: Exploring Intersectionality, Self-definition, And Identity Negotiation Among Black Women Mid-level Administrators At Predominately White Institutions.

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

 This phenomenological study explores the lived experiences of Black women mid-level administrators at predominately White institutions, particularly how they describe and perceive the intersection of… (more)

Subjects/Keywords: Black women; gender; Identity; Intersectionality; race; Women in higher education; Higher education administration; African American studies; Women's studies

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APA (6th Edition):

Arjun, W. (2019). Life At The Intersection: Exploring Intersectionality, Self-definition, And Identity Negotiation Among Black Women Mid-level Administrators At Predominately White Institutions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316506

Chicago Manual of Style (16th Edition):

Arjun, Whitney. “Life At The Intersection: Exploring Intersectionality, Self-definition, And Identity Negotiation Among Black Women Mid-level Administrators At Predominately White Institutions.” 2019. Doctoral Dissertation, Northeastern University. Accessed July 20, 2019. http://hdl.handle.net/2047/D20316506.

MLA Handbook (7th Edition):

Arjun, Whitney. “Life At The Intersection: Exploring Intersectionality, Self-definition, And Identity Negotiation Among Black Women Mid-level Administrators At Predominately White Institutions.” 2019. Web. 20 Jul 2019.

Vancouver:

Arjun W. Life At The Intersection: Exploring Intersectionality, Self-definition, And Identity Negotiation Among Black Women Mid-level Administrators At Predominately White Institutions. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2047/D20316506.

Council of Science Editors:

Arjun W. Life At The Intersection: Exploring Intersectionality, Self-definition, And Identity Negotiation Among Black Women Mid-level Administrators At Predominately White Institutions. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316506


Northeastern University

148. Kim, Kristine. Black men:: a case study of community college retention and graduation.

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

 This interpretive case study sought to understand how Black men persisted to graduation at Lakeview College, a large, public community college in a suburban setting… (more)

Subjects/Keywords: Black men; case study; community college; graduation; persistence; retention; African American Studies; Community College Education Administration; Higher Education

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APA (6th Edition):

Kim, K. (2014). Black men:: a case study of community college retention and graduation. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004988

Chicago Manual of Style (16th Edition):

Kim, Kristine. “Black men:: a case study of community college retention and graduation.” 2014. Masters Thesis, Northeastern University. Accessed July 20, 2019. http://hdl.handle.net/2047/d20004988.

MLA Handbook (7th Edition):

Kim, Kristine. “Black men:: a case study of community college retention and graduation.” 2014. Web. 20 Jul 2019.

Vancouver:

Kim K. Black men:: a case study of community college retention and graduation. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2047/d20004988.

Council of Science Editors:

Kim K. Black men:: a case study of community college retention and graduation. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20004988


Northeastern University

149. Lezama Jr., Keith Cassimero. Identifying successful interventions that lead to academic success for African American males in secondary education.

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

African American males are at risk and likely to lack success in secondary education because of the privation of educational opportunities and resources that affects… (more)

Subjects/Keywords: Achievement for Black boys; Achievement gap; Black Boys; Reframing Black Male Achievement; Social justice; African American Studies; Education

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APA (6th Edition):

Lezama Jr., K. C. (2014). Identifying successful interventions that lead to academic success for African American males in secondary education. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004996

Chicago Manual of Style (16th Edition):

Lezama Jr., Keith Cassimero. “Identifying successful interventions that lead to academic success for African American males in secondary education.” 2014. Masters Thesis, Northeastern University. Accessed July 20, 2019. http://hdl.handle.net/2047/d20004996.

MLA Handbook (7th Edition):

Lezama Jr., Keith Cassimero. “Identifying successful interventions that lead to academic success for African American males in secondary education.” 2014. Web. 20 Jul 2019.

Vancouver:

Lezama Jr. KC. Identifying successful interventions that lead to academic success for African American males in secondary education. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2047/d20004996.

Council of Science Editors:

Lezama Jr. KC. Identifying successful interventions that lead to academic success for African American males in secondary education. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20004996


Virginia Tech

150. Coward-Reid, Mattie Francine. A case study of the Concerned Black Men of Richmond mentor program for African American males : program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships.

Degree: EdD, Educational Administration, 1994, Virginia Tech

see document Advisors/Committee Members: Conley, Houston (committee member), Fortune, Jimmie C. (committee member), Thompson, Thelma B. (committee member), Underwood, Kenneth E. (committeecochair), Richards, Robert R. (committeecochair).

Subjects/Keywords: Mentoring Virginia Richmond Case studies.; African American boys Virginia Richmond.; African American men Virginia Richmond.; LD5655.V856 1994.C693

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

APA (6th Edition):

Coward-Reid, M. F. (1994). A case study of the Concerned Black Men of Richmond mentor program for African American males : program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40162

Chicago Manual of Style (16th Edition):

Coward-Reid, Mattie Francine. “A case study of the Concerned Black Men of Richmond mentor program for African American males : program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships.” 1994. Doctoral Dissertation, Virginia Tech. Accessed July 20, 2019. http://hdl.handle.net/10919/40162.

MLA Handbook (7th Edition):

Coward-Reid, Mattie Francine. “A case study of the Concerned Black Men of Richmond mentor program for African American males : program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships.” 1994. Web. 20 Jul 2019.

Vancouver:

Coward-Reid MF. A case study of the Concerned Black Men of Richmond mentor program for African American males : program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10919/40162.

Council of Science Editors:

Coward-Reid MF. A case study of the Concerned Black Men of Richmond mentor program for African American males : program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/40162

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