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Degree: Doctor of Education (EdD)  Language: English

You searched for subject:(African American female teachers). Showing records 1 – 30 of 59 total matches.

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1. Randolph, Marlayna A. African American Women’s Perceived Barriers to the Position of High School Principal.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2015, Ohio University

 The ratio of African American females in the position of high school principal in the State of Ohio is disproportionate to the number of credentialed,… (more)

Subjects/Keywords: African Americans; Education; Womens Studies; Teacher Education; African American Female Principals; High School Female Principals; African American Female Assistant Principals

…my White collogues. The community, teachers, and students view female African American… …reported the employment of 82 African American female assistant principals at the secondary… …principals are African American women. Female and minority representation and access to school… …employment for many African American teachers and principals (Alston, 2005; Karpiniski, 2006… …Pollard, 1997). 19 The Leadership Contributions of Female and African American School… 

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APA (6th Edition):

Randolph, M. A. (2015). African American Women’s Perceived Barriers to the Position of High School Principal. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280

Chicago Manual of Style (16th Edition):

Randolph, Marlayna A. “African American Women’s Perceived Barriers to the Position of High School Principal.” 2015. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

MLA Handbook (7th Edition):

Randolph, Marlayna A. “African American Women’s Perceived Barriers to the Position of High School Principal.” 2015. Web. 19 Jul 2019.

Vancouver:

Randolph MA. African American Women’s Perceived Barriers to the Position of High School Principal. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

Council of Science Editors:

Randolph MA. African American Women’s Perceived Barriers to the Position of High School Principal. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280

2. Mason, Patrese A. The Lived Experiences of African American Female Superintendents.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 The superintendency is the most male-dominated position in education (Alston, 2000; Brunner, 2000). Statistical data report disproportionality in the number of African American women who… (more)

Subjects/Keywords: African Americans; Lived Experiences; African American; Female; Superintendents

…94 Table 4: Strategies for Aspiring African American Female Superintendents… …includes that of being a black female lawyer in Mississippi. She is the first African American… …education (King, 1998). Such women have made it possible for an African American female… …as teachers, currently African American women represent the smallest number of educational… …as an African American female and educational leader, I have personally observed what… 

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APA (6th Edition):

Mason, P. A. (2016). The Lived Experiences of African American Female Superintendents. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580

Chicago Manual of Style (16th Edition):

Mason, Patrese A. “The Lived Experiences of African American Female Superintendents.” 2016. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580.

MLA Handbook (7th Edition):

Mason, Patrese A. “The Lived Experiences of African American Female Superintendents.” 2016. Web. 19 Jul 2019.

Vancouver:

Mason PA. The Lived Experiences of African American Female Superintendents. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580.

Council of Science Editors:

Mason PA. The Lived Experiences of African American Female Superintendents. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580


College of William and Mary

3. Butler, Aaron Jason. A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 In 2003, the Virginia Department of Education authorized a committee of 11 teachers to write a report detailing Virginia's public education history. The committee drafted… (more)

Subjects/Keywords: African American Studies; African History; Educational Leadership; Other Education

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APA (6th Edition):

Butler, A. J. (2013). A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618383

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):

Butler, Aaron Jason. “A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871.” 2013. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618383.

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

MLA Handbook (7th Edition):

Butler, Aaron Jason. “A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871.” 2013. Web. 19 Jul 2019.

Vancouver:

Butler AJ. A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618383.

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

Council of Science Editors:

Butler AJ. A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865 – 1871. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618383

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


Bowling Green State University

4. Whitman, Tiffany M. Preston. African American Leadership Experiences in Education Organizing For School Reform.

Degree: Doctor of Education (EdD), Leadership Studies, 2014, Bowling Green State University

 The purpose of this study is to explore the role of race in the implementation of education reform through organizing strategies. This study examines the… (more)

Subjects/Keywords: African American Studies; African Americans; Education; Black Studies; African American Leadership; African American Education; Black Communities; Critical Race Theory; Education Organizing; Education Reform

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APA (6th Edition):

Whitman, T. M. P. (2014). African American Leadership Experiences in Education Organizing For School Reform. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404406774

Chicago Manual of Style (16th Edition):

Whitman, Tiffany M Preston. “African American Leadership Experiences in Education Organizing For School Reform.” 2014. Doctoral Dissertation, Bowling Green State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404406774.

MLA Handbook (7th Edition):

Whitman, Tiffany M Preston. “African American Leadership Experiences in Education Organizing For School Reform.” 2014. Web. 19 Jul 2019.

Vancouver:

Whitman TMP. African American Leadership Experiences in Education Organizing For School Reform. [Internet] [Doctoral dissertation]. Bowling Green State University; 2014. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404406774.

Council of Science Editors:

Whitman TMP. African American Leadership Experiences in Education Organizing For School Reform. [Doctoral Dissertation]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404406774


Bowling Green State University

5. McKinstry , Tashlai. Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University

 This phenomenological study examines African American female student perceptions of the factors in a youth leadership program that contributed to their academic success, personal growth,… (more)

Subjects/Keywords: Educational Leadership; Education; African American girls; African American leadership; youth development and African American girls; youth leadership development; Im A STAR Program

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APA (6th Edition):

McKinstry , T. (2018). Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559

Chicago Manual of Style (16th Edition):

McKinstry , Tashlai. “Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559.

MLA Handbook (7th Edition):

McKinstry , Tashlai. “Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination.” 2018. Web. 19 Jul 2019.

Vancouver:

McKinstry T. Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559.

Council of Science Editors:

McKinstry T. Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559


College of William and Mary

6. Simmonds, Robert M. A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia.

Degree: Doctor of Education (EdD), Education, 1985, College of William and Mary

 The purpose of this research was an analysis of the implementation of the federally mandated undergraduate desegregation criteria. This research looked at the development of… (more)

Subjects/Keywords: African American Studies; Higher Education

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APA (6th Edition):

Simmonds, R. M. (1985). A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618310

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):

Simmonds, Robert M. “A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia.” 1985. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618310.

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

MLA Handbook (7th Edition):

Simmonds, Robert M. “A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia.” 1985. Web. 19 Jul 2019.

Vancouver:

Simmonds RM. A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia. [Internet] [Thesis]. College of William and Mary; 1985. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618310.

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

Council of Science Editors:

Simmonds RM. A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia. [Thesis]. College of William and Mary; 1985. Available from: https://scholarworks.wm.edu/etd/1539618310

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


College of William and Mary

7. Swanson, Alexis C. Factors that contribute to the academic success of African American males: Perceptions of African American male high school students.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively… (more)

Subjects/Keywords: African American Studies; Bilingual, Multilingual, and Multicultural Education; Secondary Education

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APA (6th Edition):

Swanson, A. C. (2013). Factors that contribute to the academic success of African American males: Perceptions of African American male high school students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618560

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):

Swanson, Alexis C. “Factors that contribute to the academic success of African American males: Perceptions of African American male high school students.” 2013. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618560.

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

MLA Handbook (7th Edition):

Swanson, Alexis C. “Factors that contribute to the academic success of African American males: Perceptions of African American male high school students.” 2013. Web. 19 Jul 2019.

Vancouver:

Swanson AC. Factors that contribute to the academic success of African American males: Perceptions of African American male high school students. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618560.

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

Council of Science Editors:

Swanson AC. Factors that contribute to the academic success of African American males: Perceptions of African American male high school students. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618560

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


College of William and Mary

8. Copeland, Anthony Eugene. The professional learning community and its effect on African American students' achievement.

Degree: Doctor of Education (EdD), Education, 2010, College of William and Mary

 The purpose of this correlational study was to quantify the degree to which teachers believe their school adheres to professional learning community (PLC) practices and… (more)

Subjects/Keywords: African American Studies; Educational Leadership; Educational Psychology; Elementary Education

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APA (6th Edition):

Copeland, A. E. (2010). The professional learning community and its effect on African American students' achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618821

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):

Copeland, Anthony Eugene. “The professional learning community and its effect on African American students' achievement.” 2010. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618821.

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

MLA Handbook (7th Edition):

Copeland, Anthony Eugene. “The professional learning community and its effect on African American students' achievement.” 2010. Web. 19 Jul 2019.

Vancouver:

Copeland AE. The professional learning community and its effect on African American students' achievement. [Internet] [Thesis]. College of William and Mary; 2010. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618821.

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

Council of Science Editors:

Copeland AE. The professional learning community and its effect on African American students' achievement. [Thesis]. College of William and Mary; 2010. Available from: https://scholarworks.wm.edu/etd/1539618821

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

9. Ransaw, Theodore Samuel. A Father's Hands: African American Fathering Involvement and The Educational Outcomes of Their Children.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2012, University of Nevada – Las Vegas

  Although there is a great deal of research on hegemonic masculinity, fathering involvement and a father's influence on his children's educational outcomes, little empirical… (more)

Subjects/Keywords: African American Studies; Education

…24 African American Fathering Involvement… …29 African American Fathering Accessibility… …32 African American Fathering Responsibility… …the workforce is significant to African American masculinity and fatherhood as Black women… …are earning more than African American men by 70% (Hymowitz, 2005). This… 

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APA (6th Edition):

Ransaw, T. S. (2012). A Father's Hands: African American Fathering Involvement and The Educational Outcomes of Their Children. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1612

Chicago Manual of Style (16th Edition):

Ransaw, Theodore Samuel. “A Father's Hands: African American Fathering Involvement and The Educational Outcomes of Their Children.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 19, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1612.

MLA Handbook (7th Edition):

Ransaw, Theodore Samuel. “A Father's Hands: African American Fathering Involvement and The Educational Outcomes of Their Children.” 2012. Web. 19 Jul 2019.

Vancouver:

Ransaw TS. A Father's Hands: African American Fathering Involvement and The Educational Outcomes of Their Children. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Jul 19]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1612.

Council of Science Editors:

Ransaw TS. A Father's Hands: African American Fathering Involvement and The Educational Outcomes of Their Children. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1612


College of William and Mary

10. Yeldell, Karyn Mitchell. Dispositions and practices that promote teacher-student relationships with African-American male elementary students.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 This research study was focused on teacher dispositions and practices that create positive teacher-student relationships with African-American elementary male students. Robert Pianta's work on relationships… (more)

Subjects/Keywords: African American Studies; Bilingual, Multilingual, and Multicultural Education; Elementary Education

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APA (6th Edition):

Yeldell, K. M. (2013). Dispositions and practices that promote teacher-student relationships with African-American male elementary students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618524

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):

Yeldell, Karyn Mitchell. “Dispositions and practices that promote teacher-student relationships with African-American male elementary students.” 2013. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618524.

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

MLA Handbook (7th Edition):

Yeldell, Karyn Mitchell. “Dispositions and practices that promote teacher-student relationships with African-American male elementary students.” 2013. Web. 19 Jul 2019.

Vancouver:

Yeldell KM. Dispositions and practices that promote teacher-student relationships with African-American male elementary students. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618524.

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

Council of Science Editors:

Yeldell KM. Dispositions and practices that promote teacher-student relationships with African-American male elementary students. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618524

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


Bowling Green State University

11. Burney, Calvin Leon, Jr. The Impact of Mentoring on African American Males' Ability to Overcome "Perceived Effects of" Sterotype Threat.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University

 This multiple case study design utilized undergraduate African American male students to examine the perceived impact of mentoring on the effects of stereotype threat. According… (more)

Subjects/Keywords: African American Studies; African Americans; Black Studies; Educational Leadership; Educational Psychology; Educational Sociology; Ethnic Studies; Higher Education; Minority and Ethnic Groups; Psychology; Sociology; African American Males

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APA (6th Edition):

Burney, Calvin Leon, J. (2018). The Impact of Mentoring on African American Males' Ability to Overcome "Perceived Effects of" Sterotype Threat. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1523025807148075

Chicago Manual of Style (16th Edition):

Burney, Calvin Leon, Jr. “The Impact of Mentoring on African American Males' Ability to Overcome "Perceived Effects of" Sterotype Threat.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1523025807148075.

MLA Handbook (7th Edition):

Burney, Calvin Leon, Jr. “The Impact of Mentoring on African American Males' Ability to Overcome "Perceived Effects of" Sterotype Threat.” 2018. Web. 19 Jul 2019.

Vancouver:

Burney, Calvin Leon J. The Impact of Mentoring on African American Males' Ability to Overcome "Perceived Effects of" Sterotype Threat. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1523025807148075.

Council of Science Editors:

Burney, Calvin Leon J. The Impact of Mentoring on African American Males' Ability to Overcome "Perceived Effects of" Sterotype Threat. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1523025807148075

12. Jones, Sidney, Jr. Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 The current demographics of American public schools indicate that while the student population has become more diverse, the teaching force remains overwhelmingly White. Moreover, teachers(more)

Subjects/Keywords: Educational Leadership; Education; Black Teachers; African-American Teachers; Teacher Experiences; Phenomenology; Tokenism; Critical Race Theory; Racial Identity; Black Racial Identity Theory

…school placements. He focused on two teachers, a Black male and a White female, in order to… …student teaching experience took place in an elementary school that was 99% African American… …2012) of the first African American president can also indicate America has grown into a… …African American president in American history has been more polarizing than unifying. A Gallup… …and maybe even many cases, because he’s African-American” (as cited in Blow, 2013)… 

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APA (6th Edition):

Jones, Sidney, J. (2016). Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479119297578599

Chicago Manual of Style (16th Edition):

Jones, Sidney, Jr. “Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools.” 2016. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479119297578599.

MLA Handbook (7th Edition):

Jones, Sidney, Jr. “Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools.” 2016. Web. 19 Jul 2019.

Vancouver:

Jones, Sidney J. Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479119297578599.

Council of Science Editors:

Jones, Sidney J. Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479119297578599

13. Maxwell, Michael James. Antecedent Influences: Factors that Guide African American Men to the Field of Education.

Degree: Doctor of Education (EdD), Educational Leadership, 2012, University of Nevada – Las Vegas

  Over the last four decades black men have become increasingly underrepresented in all aspects of the teaching profession. Identifying the factors that influence African(more)

Subjects/Keywords: African American Studies; Educational Leadership

African American men serving as classroom teachers to identify common factors that may influence… …experiences of African American men who were classroom teachers and document their perceptions… …a miniscule number of teachers who are African American men. Qualitative research methods… …American teachers, African American men. By interviewing this population they may provide an… …education pipeline with qualified African American classroom teachers remains a boding challenge… 

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APA (6th Edition):

Maxwell, M. J. (2012). Antecedent Influences: Factors that Guide African American Men to the Field of Education. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1755

Chicago Manual of Style (16th Edition):

Maxwell, Michael James. “Antecedent Influences: Factors that Guide African American Men to the Field of Education.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 19, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1755.

MLA Handbook (7th Edition):

Maxwell, Michael James. “Antecedent Influences: Factors that Guide African American Men to the Field of Education.” 2012. Web. 19 Jul 2019.

Vancouver:

Maxwell MJ. Antecedent Influences: Factors that Guide African American Men to the Field of Education. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Jul 19]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1755.

Council of Science Editors:

Maxwell MJ. Antecedent Influences: Factors that Guide African American Men to the Field of Education. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1755


Bowling Green State University

14. Dubose, Lisa E. Experiences in the Leadership Advancement of African American Women.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, Bowling Green State University

 The purpose of this dissertation was to examine the experiences in leadership advancement of African American women. Over 10 million African American women are in… (more)

Subjects/Keywords: African American Studies; African Americans; Black History; Business Administration; Education; Educational Leadership; Business Education; Gender; African American; leadership; leaders; career advancement; promotion; discrimination; barriers; concrete ceiling; glass ceiling; diversity; gender; race; Black; inequality; ethic of justice; ethic of care; women; black tax; phenomenology

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

APA (6th Edition):

Dubose, L. E. (2017). Experiences in the Leadership Advancement of African American Women. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819

Chicago Manual of Style (16th Edition):

Dubose, Lisa E. “Experiences in the Leadership Advancement of African American Women.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819.

MLA Handbook (7th Edition):

Dubose, Lisa E. “Experiences in the Leadership Advancement of African American Women.” 2017. Web. 19 Jul 2019.

Vancouver:

Dubose LE. Experiences in the Leadership Advancement of African American Women. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819.

Council of Science Editors:

Dubose LE. Experiences in the Leadership Advancement of African American Women. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819


Bowling Green State University

15. Derrick, Lamandren A.S. Exploring Mentoring Relationships Between African American High School Males And African American Male Principals.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, Bowling Green State University

 While mentoring has been promoted as the effective way to improve outcomes among at-risk students, there remain a number of problems for the mentoring of… (more)

Subjects/Keywords: African Americans; Education; Personal Relationships; School Administration; Secondary Education; mentoring; African American; high school; at-risk; principal; student; self-esteem; relationships; social behavior; Mentoring Brother 2 Brother; portraiture

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

APA (6th Edition):

Derrick, L. A. S. (2009). Exploring Mentoring Relationships Between African American High School Males And African American Male Principals. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360

Chicago Manual of Style (16th Edition):

Derrick, Lamandren A S. “Exploring Mentoring Relationships Between African American High School Males And African American Male Principals.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

MLA Handbook (7th Edition):

Derrick, Lamandren A S. “Exploring Mentoring Relationships Between African American High School Males And African American Male Principals.” 2009. Web. 19 Jul 2019.

Vancouver:

Derrick LAS. Exploring Mentoring Relationships Between African American High School Males And African American Male Principals. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

Council of Science Editors:

Derrick LAS. Exploring Mentoring Relationships Between African American High School Males And African American Male Principals. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360


College of William and Mary

16. Ellis, Rex Marshall. Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg.

Degree: Doctor of Education (EdD), Education, 1989, College of William and Mary

 The Colonial Williamsburg Foundation began in 1926. Within four years after its initial construction, the need to begin some means of presenting information to a… (more)

Subjects/Keywords: African History; American Studies; Higher Education; Other Education

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

APA (6th Edition):

Ellis, R. M. (1989). Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618660

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):

Ellis, Rex Marshall. “Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg.” 1989. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618660.

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

MLA Handbook (7th Edition):

Ellis, Rex Marshall. “Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg.” 1989. Web. 19 Jul 2019.

Vancouver:

Ellis RM. Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg. [Internet] [Thesis]. College of William and Mary; 1989. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618660.

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

Council of Science Editors:

Ellis RM. Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg. [Thesis]. College of William and Mary; 1989. Available from: https://scholarworks.wm.edu/etd/1539618660

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


College of William and Mary

17. Thomas, Kianga Rhea. An exploratory study of factors that relate to academic success among high-achieving African American males.

Degree: Doctor of Education (EdD), Education, 2008, College of William and Mary

 This exploratory study explored three factors  – self-efficacy, resiliency, and leadership  – that relate to academic success in African American male freshman college students. The… (more)

Subjects/Keywords: African American Studies; Educational Administration and Supervision; Higher Education

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

APA (6th Edition):

Thomas, K. R. (2008). An exploratory study of factors that relate to academic success among high-achieving African American males. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618446

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):

Thomas, Kianga Rhea. “An exploratory study of factors that relate to academic success among high-achieving African American males.” 2008. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618446.

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

MLA Handbook (7th Edition):

Thomas, Kianga Rhea. “An exploratory study of factors that relate to academic success among high-achieving African American males.” 2008. Web. 19 Jul 2019.

Vancouver:

Thomas KR. An exploratory study of factors that relate to academic success among high-achieving African American males. [Internet] [Thesis]. College of William and Mary; 2008. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618446.

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

Council of Science Editors:

Thomas KR. An exploratory study of factors that relate to academic success among high-achieving African American males. [Thesis]. College of William and Mary; 2008. Available from: https://scholarworks.wm.edu/etd/1539618446

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


College of William and Mary

18. Barreau, Stacia M. An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia.

Degree: Doctor of Education (EdD), Education, 2008, College of William and Mary

 The purpose of this study was to determine the extent to which practices to address disproportionality suggested by the professional literature are being implemented in… (more)

Subjects/Keywords: African American Studies; Special Education and Teaching

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

APA (6th Edition):

Barreau, S. M. (2008). An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618459

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):

Barreau, Stacia M. “An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia.” 2008. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618459.

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

MLA Handbook (7th Edition):

Barreau, Stacia M. “An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia.” 2008. Web. 19 Jul 2019.

Vancouver:

Barreau SM. An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia. [Internet] [Thesis]. College of William and Mary; 2008. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618459.

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

Council of Science Editors:

Barreau SM. An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia. [Thesis]. College of William and Mary; 2008. Available from: https://scholarworks.wm.edu/etd/1539618459

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

19. Forletta, Felicia. A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008.

Degree: Doctor of Education (EdD), Educational Leadership, 2012, University of Nevada – Las Vegas

  The purpose of this study was to document and examine the perspectives of members of a historically African American community located in Las Vegas,… (more)

Subjects/Keywords: African American Studies; Educational Leadership; Education Policy

…established strong ties among African American schools, families, and their community. In the post… …desegregation era, many African American families are not engaged in the school level decision making… …African American students, racially separate schools and gaps in educational access and… …resegregation in the historic African American community known as West Las Vegas. It begins with the… …district records that document some of the requests made by the African American community in… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Forletta, F. (2012). A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1736

Chicago Manual of Style (16th Edition):

Forletta, Felicia. “A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 19, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1736.

MLA Handbook (7th Edition):

Forletta, Felicia. “A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008.” 2012. Web. 19 Jul 2019.

Vancouver:

Forletta F. A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Jul 19]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1736.

Council of Science Editors:

Forletta F. A Historical Case Study of School Desegregation and Resegregation in Las Vegas, Nevada, 1968-2008. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1736


College of William and Mary

20. Glover, Wandalyn Fanchon. Navigating the academy: The career advancement of Black and White women full-time faculty.

Degree: Doctor of Education (EdD), Education, 2006, College of William and Mary

 The recruitment, retention, and promotion of Black women in the academy continue to be a challenge even after numerous policies and programs to rectify historical… (more)

Subjects/Keywords: African American Studies; Ethnic Studies; Higher Education; Women's Studies

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APA (6th Edition):

Glover, W. F. (2006). Navigating the academy: The career advancement of Black and White women full-time faculty. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618637

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):

Glover, Wandalyn Fanchon. “Navigating the academy: The career advancement of Black and White women full-time faculty.” 2006. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618637.

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

MLA Handbook (7th Edition):

Glover, Wandalyn Fanchon. “Navigating the academy: The career advancement of Black and White women full-time faculty.” 2006. Web. 19 Jul 2019.

Vancouver:

Glover WF. Navigating the academy: The career advancement of Black and White women full-time faculty. [Internet] [Thesis]. College of William and Mary; 2006. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618637.

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

Council of Science Editors:

Glover WF. Navigating the academy: The career advancement of Black and White women full-time faculty. [Thesis]. College of William and Mary; 2006. Available from: https://scholarworks.wm.edu/etd/1539618637

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


College of William and Mary

21. Richmond, Priscilla. Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States.

Degree: Doctor of Education (EdD), Education, 1996, College of William and Mary

 The purpose of this study was to provide a profile of gifted education identification procedures for culturally diverse ethnic populations (African-American, Native-American, Asian-American, and Hispanic)… (more)

Subjects/Keywords: African American Studies; Bilingual, Multilingual, and Multicultural Education; Special Education and Teaching

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APA (6th Edition):

Richmond, P. (1996). Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618727

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):

Richmond, Priscilla. “Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States.” 1996. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618727.

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

MLA Handbook (7th Edition):

Richmond, Priscilla. “Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States.” 1996. Web. 19 Jul 2019.

Vancouver:

Richmond P. Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States. [Internet] [Thesis]. College of William and Mary; 1996. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618727.

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

Council of Science Editors:

Richmond P. Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States. [Thesis]. College of William and Mary; 1996. Available from: https://scholarworks.wm.edu/etd/1539618727

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


College of William and Mary

22. Charlton, Ralph. The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study.

Degree: Doctor of Education (EdD), Education, 2009, College of William and Mary

 Increasing the graduation rates of student athletes is one of the more visible NCAA academic goals. Overall student-athlete graduation rates have improved significantly among many… (more)

Subjects/Keywords: African American Studies; Educational Administration and Supervision; Educational Sociology; Higher Education

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APA (6th Edition):

Charlton, R. (2009). The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618800

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):

Charlton, Ralph. “The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study.” 2009. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618800.

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

MLA Handbook (7th Edition):

Charlton, Ralph. “The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study.” 2009. Web. 19 Jul 2019.

Vancouver:

Charlton R. The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study. [Internet] [Thesis]. College of William and Mary; 2009. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618800.

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

Council of Science Editors:

Charlton R. The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study. [Thesis]. College of William and Mary; 2009. Available from: https://scholarworks.wm.edu/etd/1539618800

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


College of William and Mary

23. Stroble, Willie Lee. The relationship between parental incarceration and African-American high school students' attitudes towards school and family.

Degree: Doctor of Education (EdD), Education, 1997, College of William and Mary

 The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed… (more)

Subjects/Keywords: African American Studies; Clinical Psychology; Criminology; Student Counseling and Personnel Services

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APA (6th Edition):

Stroble, W. L. (1997). The relationship between parental incarceration and African-American high school students' attitudes towards school and family. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618833

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):

Stroble, Willie Lee. “The relationship between parental incarceration and African-American high school students' attitudes towards school and family.” 1997. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618833.

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

MLA Handbook (7th Edition):

Stroble, Willie Lee. “The relationship between parental incarceration and African-American high school students' attitudes towards school and family.” 1997. Web. 19 Jul 2019.

Vancouver:

Stroble WL. The relationship between parental incarceration and African-American high school students' attitudes towards school and family. [Internet] [Thesis]. College of William and Mary; 1997. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618833.

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

Council of Science Editors:

Stroble WL. The relationship between parental incarceration and African-American high school students' attitudes towards school and family. [Thesis]. College of William and Mary; 1997. Available from: https://scholarworks.wm.edu/etd/1539618833

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


College of William and Mary

24. Henry-Whitehead, Jocelyn Georgette. A study exploring the educational needs of African-American pastors' wives within Baptist congregations.

Degree: Doctor of Education (EdD), Education, 2004, College of William and Mary

 For many years, the role of the pastor's wife has been an emerging role in American religious history (Sweet, 1983). While on their journey in… (more)

Subjects/Keywords: Adult and Continuing Education; African American Studies; Other Education; Other Religion; Women's Studies

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APA (6th Edition):

Henry-Whitehead, J. G. (2004). A study exploring the educational needs of African-American pastors' wives within Baptist congregations. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618318

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):

Henry-Whitehead, Jocelyn Georgette. “A study exploring the educational needs of African-American pastors' wives within Baptist congregations.” 2004. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618318.

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

MLA Handbook (7th Edition):

Henry-Whitehead, Jocelyn Georgette. “A study exploring the educational needs of African-American pastors' wives within Baptist congregations.” 2004. Web. 19 Jul 2019.

Vancouver:

Henry-Whitehead JG. A study exploring the educational needs of African-American pastors' wives within Baptist congregations. [Internet] [Thesis]. College of William and Mary; 2004. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618318.

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

Council of Science Editors:

Henry-Whitehead JG. A study exploring the educational needs of African-American pastors' wives within Baptist congregations. [Thesis]. College of William and Mary; 2004. Available from: https://scholarworks.wm.edu/etd/1539618318

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


College of William and Mary

25. Davis, Joy L. An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments.

Degree: Doctor of Education (EdD), Education, 2007, College of William and Mary

 The purpose of this study was to determine what, if any, impact families have on the academic achievement of African American gifted learners from low… (more)

Subjects/Keywords: African American Studies; Family, Life Course, and Society; Special Education and Teaching

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APA (6th Edition):

Davis, J. L. (2007). An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618445

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):

Davis, Joy L. “An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments.” 2007. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618445.

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

MLA Handbook (7th Edition):

Davis, Joy L. “An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments.” 2007. Web. 19 Jul 2019.

Vancouver:

Davis JL. An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments. [Internet] [Thesis]. College of William and Mary; 2007. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618445.

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

Council of Science Editors:

Davis JL. An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments. [Thesis]. College of William and Mary; 2007. Available from: https://scholarworks.wm.edu/etd/1539618445

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


Ohio University

26. Craft, Eleanor N. V. Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2014, Ohio University

 This study explored how nine African American students in secondary-level special education placements perceived their school experiences and the benefits, challenges, and detriments associated with… (more)

Subjects/Keywords: Academic Guidance Counseling; African Americans; Counseling Education; Education; Education Policy; Educational Leadership; School Administration; School Counseling; Secondary Education; Teacher Education; Secondary African American Perceptions; Special Education Experiences; Special Education Programs; Student Perceptions; School Experiences

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APA (6th Edition):

Craft, E. N. V. (2014). Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582

Chicago Manual of Style (16th Edition):

Craft, Eleanor N V. “Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study.” 2014. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582.

MLA Handbook (7th Edition):

Craft, Eleanor N V. “Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study.” 2014. Web. 19 Jul 2019.

Vancouver:

Craft ENV. Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study. [Internet] [Doctoral dissertation]. Ohio University; 2014. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582.

Council of Science Editors:

Craft ENV. Secondary African American Students’ Perceptions of their Experiences in Special Education Programs: A Qualitative Interview Study. [Doctoral Dissertation]. Ohio University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399634582


Bowling Green State University

27. Gore, Shanda Laine. An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, Bowling Green State University

 The purpose of this correlational research study was to examine if student and institutional characteristics as well as involvement factors influence minority medical students' intent… (more)

Subjects/Keywords: African Americans; Education; Health Care; Health Education; Higher Education; Hispanic Americans; retention; medical school; African American; minority; SNMA; medical college; satisfaction; involvement theory; I-E-O Model; regression; correlation; student; leadership; Astin

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APA (6th Edition):

Gore, S. L. (2009). An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236199762

Chicago Manual of Style (16th Edition):

Gore, Shanda Laine. “An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236199762.

MLA Handbook (7th Edition):

Gore, Shanda Laine. “An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions.” 2009. Web. 19 Jul 2019.

Vancouver:

Gore SL. An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236199762.

Council of Science Editors:

Gore SL. An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236199762

28. Murphy, Robert L. Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2013, Ohio University

African American males consistently perform at significantly lower academic levels, than their peers, at every age level and on almost every national assessment (Lewis, Simon,… (more)

Subjects/Keywords: African Americans; Education; Educational Theory; Instructional Design; African Americans; Young African American Males; Education; Social, Emotional, and Academic Progress; Single Gender Public Schools

…160 10 List of Figures Page Figure 1: African American Male vs. White Male National… …84 11 Operational Definition of Terms African American and Black: The two terms will be… …using Black in lieu of African American, it will be capitalized. A small “b” will only be used… …2013). Perceptions: Feelings, observations, and opinions of young African American… …males. Young African American Males: Males in grades seven through twelve; ages 12 - 18… 

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APA (6th Edition):

Murphy, R. L. (2013). Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363874197

Chicago Manual of Style (16th Edition):

Murphy, Robert L. “Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods.” 2013. Doctoral Dissertation, Ohio University. Accessed July 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363874197.

MLA Handbook (7th Edition):

Murphy, Robert L. “Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods.” 2013. Web. 19 Jul 2019.

Vancouver:

Murphy RL. Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods. [Internet] [Doctoral dissertation]. Ohio University; 2013. [cited 2019 Jul 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363874197.

Council of Science Editors:

Murphy RL. Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods. [Doctoral Dissertation]. Ohio University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363874197

29. Taylor, Michael Leroy. African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2013, University of Nevada – Las Vegas

  The 2001 No Child Left Behind (NCLB) Act legislation has had a profound effect on teacher rolls, especially African-American teachers. More than any other… (more)

Subjects/Keywords: African American Studies; American Studies; Education; Educational Sociology; Race and Ethnicity; Social and Philosophical Foundations of Education

…Black&Students …55& NCLB&Impact&on&African&American&Teachers… …Requirements …69& State&Teacher&Testing&Impact&on&African&American&Teachers… …effect on teacher roles, especially African American teachers (Bennett, McWhorter… …has resulted in the removal of African American teachers from classrooms and the students… …requirements include standardized tests, on which African American teachers have tended to… 

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

APA (6th Edition):

Taylor, M. L. (2013). African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1897

Chicago Manual of Style (16th Edition):

Taylor, Michael Leroy. “African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 19, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1897.

MLA Handbook (7th Edition):

Taylor, Michael Leroy. “African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study.” 2013. Web. 19 Jul 2019.

Vancouver:

Taylor ML. African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Jul 19]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1897.

Council of Science Editors:

Taylor ML. African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1897


College of William and Mary

30. Mitchell, Wanda Shnita. Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study.

Degree: Doctor of Education (EdD), Education, 1995, College of William and Mary

 The purpose of the study was to investigate the relationship among self-concept, racial identity development, and perceptions of the graduate and professional educational experience of… (more)

Subjects/Keywords: African American Studies; Bilingual, Multilingual, and Multicultural Education; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Mitchell, W. S. (1995). Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618705

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):

Mitchell, Wanda Shnita. “Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study.” 1995. Thesis, College of William and Mary. Accessed July 19, 2019. https://scholarworks.wm.edu/etd/1539618705.

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

MLA Handbook (7th Edition):

Mitchell, Wanda Shnita. “Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study.” 1995. Web. 19 Jul 2019.

Vancouver:

Mitchell WS. Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study. [Internet] [Thesis]. College of William and Mary; 1995. [cited 2019 Jul 19]. Available from: https://scholarworks.wm.edu/etd/1539618705.

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

Council of Science Editors:

Mitchell WS. Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study. [Thesis]. College of William and Mary; 1995. Available from: https://scholarworks.wm.edu/etd/1539618705

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

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