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Dept: Education  Language: English

You searched for subject:(African American female teachers). Showing records 1 – 30 of 632 total matches.

[1] [2] [3] [4] [5] … [22]

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Colorado State University

1. Humphrey, Marie. Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study.

Degree: PhD, Education, 2007, Colorado State University

 This study explored the lived experiences of African-American women who became community college presidents from a student affairs pathway. The duality of the purpose of… (more)

Subjects/Keywords: African-American female; community colleges; presidents; student affairs

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APA (6th Edition):

Humphrey, M. (2007). Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71567

Chicago Manual of Style (16th Edition):

Humphrey, Marie. “Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study.” 2007. Doctoral Dissertation, Colorado State University. Accessed July 15, 2019. http://hdl.handle.net/10217/71567.

MLA Handbook (7th Edition):

Humphrey, Marie. “Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study.” 2007. Web. 15 Jul 2019.

Vancouver:

Humphrey M. Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10217/71567.

Council of Science Editors:

Humphrey M. Experiences of African-American female community college presidents using a student affairs pathway : a phenomenological study. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/71567


University of Georgia

2. Winfield, Maria Inez. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.

Degree: PhD, Education, 2007, University of Georgia

 Language Observing Visual Explorations: After School Academic Program (LOVE: ASAP) is a participatory action qualitative research study. I listen to the voices of African American(more)

Subjects/Keywords: African American Girls

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APA (6th Edition):

Winfield, M. I. (2007). Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd

Chicago Manual of Style (16th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Doctoral Dissertation, University of Georgia. Accessed July 15, 2019. http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

MLA Handbook (7th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Web. 15 Jul 2019.

Vancouver:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Jul 15]. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

Council of Science Editors:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd


UCLA

3. Jones, Sr., Tomashu "Kenyatta". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.

Degree: Education, 2012, UCLA

 The lack of research about <<Black fathers>> and their <<involvement with schools>> was the primary motivation for this <<mixed method>> dissertation study. This discourse provides… (more)

Subjects/Keywords: Education; African American studies; School counseling; African American; African American Fathers; African American Fathers Involvement in Schools; Mixed Methods Study

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APA (6th Edition):

Jones, Sr., T. ". (2012). African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4rt0q9hb

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

Chicago Manual of Style (16th Edition):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/4rt0q9hb.

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

MLA Handbook (7th Edition):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Web. 15 Jul 2019.

Vancouver:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/4rt0q9hb.

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

Council of Science Editors:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/4rt0q9hb

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


University of California – Berkeley

4. McKinney de Royston, Maxine Ramona. Teaching to the Spirit: The "Hidden" Curriculum of African American Education.

Degree: Education, 2011, University of California – Berkeley

 Discussions about gaps in achievement and opportunity, educational debts, and educational inequities, point to the lingering salience and pernicious role of race in schools (Hilliard,… (more)

Subjects/Keywords: Education; African American studies; Social research; African American Education; Identity; Racism

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APA (6th Edition):

McKinney de Royston, M. R. (2011). Teaching to the Spirit: The "Hidden" Curriculum of African American Education. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6mh1g5wt

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):

McKinney de Royston, Maxine Ramona. “Teaching to the Spirit: The "Hidden" Curriculum of African American Education.” 2011. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/6mh1g5wt.

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

MLA Handbook (7th Edition):

McKinney de Royston, Maxine Ramona. “Teaching to the Spirit: The "Hidden" Curriculum of African American Education.” 2011. Web. 15 Jul 2019.

Vancouver:

McKinney de Royston MR. Teaching to the Spirit: The "Hidden" Curriculum of African American Education. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/6mh1g5wt.

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

Council of Science Editors:

McKinney de Royston MR. Teaching to the Spirit: The "Hidden" Curriculum of African American Education. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/6mh1g5wt

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


Oregon State University

5. Washington, Kim Elaine. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.

Degree: EdD, Education, 2008, Oregon State University

 The focus of this study was to examine the administrative legacy of two African American women administrators, Maxine Buie Mimms and Wintonnette Joye Hardiman, who… (more)

Subjects/Keywords: African American women administrators; Mimms, Maxine Buie

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APA (6th Edition):

Washington, K. E. (2008). The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11780

Chicago Manual of Style (16th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Doctoral Dissertation, Oregon State University. Accessed July 15, 2019. http://hdl.handle.net/1957/11780.

MLA Handbook (7th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Web. 15 Jul 2019.

Vancouver:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1957/11780.

Council of Science Editors:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/11780


University of California – Berkeley

6. Forrester, Kandace. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.

Degree: Education, 2015, University of California – Berkeley

 Mixed-methods research was conducted to investigate the experiences of African American students in the school discipline system. The relationships between school discipline experiences and gender,… (more)

Subjects/Keywords: Education; African American studies; African American; Mental Health; Perceived Discrimination; School Connectedness; School Discipline

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APA (6th Edition):

Forrester, K. (2015). Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/359186k9

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):

Forrester, Kandace. “Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.” 2015. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/359186k9.

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

MLA Handbook (7th Edition):

Forrester, Kandace. “Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.” 2015. Web. 15 Jul 2019.

Vancouver:

Forrester K. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/359186k9.

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

Council of Science Editors:

Forrester K. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/359186k9

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


UCLA

7. Patterson, Justyn Korey. The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University.

Degree: Education, 2012, UCLA

 Black student underachievement has been studied extensively. On nearly every academic measure, Black students fare worse than their White and Asian peers. This mixed-methods study… (more)

Subjects/Keywords: Education; African American studies; African-American; Black; higher education; institutional; resilience; sociocultural

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APA (6th Edition):

Patterson, J. K. (2012). The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/551867w8

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):

Patterson, Justyn Korey. “The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University.” 2012. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/551867w8.

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

MLA Handbook (7th Edition):

Patterson, Justyn Korey. “The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University.” 2012. Web. 15 Jul 2019.

Vancouver:

Patterson JK. The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/551867w8.

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

Council of Science Editors:

Patterson JK. The Road to the Top: How Educationally Resilient Black Students Defied the Odds and Earned Admission to a Selective University. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/551867w8

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


UCLA

8. Graves, Alan-Michael Scott. African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement.

Degree: Education, 2019, UCLA

 The purpose of this study was to examine the perspectives and lived experiences of African American fathers who were previously involved in the child welfare… (more)

Subjects/Keywords: Education; African American Father Engagement; African American Fathers; Fathers in Child Welfare

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APA (6th Edition):

Graves, A. S. (2019). African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/07t8s7g0

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):

Graves, Alan-Michael Scott. “African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement.” 2019. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/07t8s7g0.

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

MLA Handbook (7th Edition):

Graves, Alan-Michael Scott. “African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement.” 2019. Web. 15 Jul 2019.

Vancouver:

Graves AS. African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/07t8s7g0.

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

Council of Science Editors:

Graves AS. African American Fathers with Children Involved in the Child Welfare System and the Perspectives of their Paternal Engagement. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/07t8s7g0

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


College of William and Mary

9. 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 15, 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. 15 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 15]. 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


UCLA

10. Lane, Monique Lanier. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.

Degree: Education, 2014, UCLA

 Efforts towards urban school reform regularly overlook the complex socio-cultural contexts in which Black female students are situated and the ways in which their subordination… (more)

Subjects/Keywords: Education; Pedagogy; Secondary education; African-American girls; African-American students; Black feminist pedagogy; Black girls; critical pedagogy; urban education

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APA (6th Edition):

Lane, M. L. (2014). Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1mb9n5kf

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):

Lane, Monique Lanier. “Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.” 2014. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/1mb9n5kf.

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

MLA Handbook (7th Edition):

Lane, Monique Lanier. “Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls.” 2014. Web. 15 Jul 2019.

Vancouver:

Lane ML. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/1mb9n5kf.

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

Council of Science Editors:

Lane ML. Engendering Sisterhood, Solidarity, and Self-love: Black Feminist Pedagogy and the Identity Formation of African-American Girls. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/1mb9n5kf

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


UCLA

11. Lozier, Francis Vladimir. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.

Degree: Education, 2013, UCLA

 This study investigated the characteristics of effective teachers of African-American male middle school students. Black males are underserved throughout all levels of the educational pipeline… (more)

Subjects/Keywords: African American studies; Middle school education; Multicultural education; African-American males; Black males; Compton; cultural capital; middle school; pedagogy

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

APA (6th Edition):

Lozier, F. V. (2013). Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6v4017gq

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):

Lozier, Francis Vladimir. “Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.” 2013. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/6v4017gq.

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

MLA Handbook (7th Edition):

Lozier, Francis Vladimir. “Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.” 2013. Web. 15 Jul 2019.

Vancouver:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/6v4017gq.

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

Council of Science Editors:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/6v4017gq

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


University of California – Berkeley

12. Williams, Marcheta Ganther. African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools.

Degree: Education, 2011, University of California – Berkeley

 AbstractAfrican American Parent Involvement:An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents and highly… (more)

Subjects/Keywords: Elementary education; Educational leadership; African American Parent Involvement and Social Capital; African American Parents; Low socioeconomic parents; Parent Invovlement

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APA (6th Edition):

Williams, M. G. (2011). African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5fs8f6z9

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):

Williams, Marcheta Ganther. “African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools.” 2011. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/5fs8f6z9.

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

MLA Handbook (7th Edition):

Williams, Marcheta Ganther. “African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools.” 2011. Web. 15 Jul 2019.

Vancouver:

Williams MG. African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/5fs8f6z9.

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

Council of Science Editors:

Williams MG. African American Parent Involvement: An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents, and highly effective schools. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/5fs8f6z9

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


University of California – Berkeley

13. Toure, Hodari Arisi. Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream.

Degree: Education, 2011, University of California – Berkeley

 The constraining role of racial, social, and economic stratification on the lives and education of African American males has been argued both theoretically and empirically… (more)

Subjects/Keywords: Social Sciences Education; African American Studies; Gender Studies; African American Studies; Black Masculinity; Critical Race Theory; Urban Education

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APA (6th Edition):

Toure, H. A. (2011). Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9xq952fc

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):

Toure, Hodari Arisi. “Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream.” 2011. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/9xq952fc.

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

MLA Handbook (7th Edition):

Toure, Hodari Arisi. “Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream.” 2011. Web. 15 Jul 2019.

Vancouver:

Toure HA. Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/9xq952fc.

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

Council of Science Editors:

Toure HA. Pedagogy of the Block-The aftermath of the Civil Rights Movement and the Negation of the Old American Dream. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/9xq952fc

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


UCLA

14. RAHYNS, JANELLE NICOLE. Transforming Perspectives: How Black Students Make Meaning of Multi-Country Study Abroad Experiences.

Degree: Education, 2018, UCLA

 Not all those who wander are lost.J.R.R. Tolkien (1954) Black (African American) students experience college uniquely compared to other racial and ethnic groups (Allen, 1992).… (more)

Subjects/Keywords: Education; African American studies; Higher education; African American; Black; Comparative Education; Interpretative Phenomenology Analysis; Study Abroad; Transformative Learning Theory

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APA (6th Edition):

RAHYNS, J. N. (2018). Transforming Perspectives: How Black Students Make Meaning of Multi-Country Study Abroad Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/49p6c622

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):

RAHYNS, JANELLE NICOLE. “Transforming Perspectives: How Black Students Make Meaning of Multi-Country Study Abroad Experiences.” 2018. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/49p6c622.

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

MLA Handbook (7th Edition):

RAHYNS, JANELLE NICOLE. “Transforming Perspectives: How Black Students Make Meaning of Multi-Country Study Abroad Experiences.” 2018. Web. 15 Jul 2019.

Vancouver:

RAHYNS JN. Transforming Perspectives: How Black Students Make Meaning of Multi-Country Study Abroad Experiences. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/49p6c622.

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

Council of Science Editors:

RAHYNS JN. Transforming Perspectives: How Black Students Make Meaning of Multi-Country Study Abroad Experiences. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/49p6c622

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


University of California – Berkeley

15. Ross, Kihana Miraya. Black girls speak: Struggling, reimagining, and becoming in schools.

Degree: Education, 2016, University of California – Berkeley

 The current historical moment is marked by extreme forms of racialized violence, antiblackness, and political repression on the one hand, and a surge of highly-energized,… (more)

Subjects/Keywords: Education; African American studies; Gender studies; African American Education; Antiblackness; Black Girls; Black space; Race; racism; racialization; Urban Education

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APA (6th Edition):

Ross, K. M. (2016). Black girls speak: Struggling, reimagining, and becoming in schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9q5224ft

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):

Ross, Kihana Miraya. “Black girls speak: Struggling, reimagining, and becoming in schools.” 2016. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/9q5224ft.

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

MLA Handbook (7th Edition):

Ross, Kihana Miraya. “Black girls speak: Struggling, reimagining, and becoming in schools.” 2016. Web. 15 Jul 2019.

Vancouver:

Ross KM. Black girls speak: Struggling, reimagining, and becoming in schools. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/9q5224ft.

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

Council of Science Editors:

Ross KM. Black girls speak: Struggling, reimagining, and becoming in schools. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/9q5224ft

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


Oregon State University

16. Glavan, John. The meaning of persistence for African American females attending urban community colleges.

Degree: PhD, Education, 2009, Oregon State University

 The purposes of this study were to examine the experiences of African American female students attending urban community colleges, to gain further understanding of how… (more)

Subjects/Keywords: Persistence; African American community college students  – California  – Los Angeles  – Attitudes

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APA (6th Edition):

Glavan, J. (2009). The meaning of persistence for African American females attending urban community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13562

Chicago Manual of Style (16th Edition):

Glavan, John. “The meaning of persistence for African American females attending urban community colleges.” 2009. Doctoral Dissertation, Oregon State University. Accessed July 15, 2019. http://hdl.handle.net/1957/13562.

MLA Handbook (7th Edition):

Glavan, John. “The meaning of persistence for African American females attending urban community colleges.” 2009. Web. 15 Jul 2019.

Vancouver:

Glavan J. The meaning of persistence for African American females attending urban community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1957/13562.

Council of Science Editors:

Glavan J. The meaning of persistence for African American females attending urban community colleges. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13562


UCLA

17. Lasnover, Sara. The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools.

Degree: Education, 2015, UCLA

 Nationwide, African-American students are being suspended at disproportionate rates. This is also true in Los Angeles Unified School District (LAUSD). In 2011-2012, while 9% of… (more)

Subjects/Keywords: Education policy; Education; African-American; Discipline; Disproportionality; Suspension; Willful Defiance

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

APA (6th Edition):

Lasnover, S. (2015). The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/385513xg

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):

Lasnover, Sara. “The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools.” 2015. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/385513xg.

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

MLA Handbook (7th Edition):

Lasnover, Sara. “The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools.” 2015. Web. 15 Jul 2019.

Vancouver:

Lasnover S. The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/385513xg.

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

Council of Science Editors:

Lasnover S. The Early of Effects of the Removal of Willful Defiance From the Discipline Policy At Urban High Schools. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/385513xg

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


University of California – Berkeley

18. Griffin, Jerlena Denise. Expanding Merit Through Communitarianism: Racial and Ethnic Implications.

Degree: Education, 2016, University of California – Berkeley

 AbstractExpanding Merit Through Communitarianism: Racial and Ethnic Implications by Jerlena Denise Griffin Doctor of Philosophy in Education University of California, Berkeley Professor David Stern, ChairLow-income… (more)

Subjects/Keywords: Education policy; African American; Communitarianism; Educational Equity; Merit; Race; University Admissions

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APA (6th Edition):

Griffin, J. D. (2016). Expanding Merit Through Communitarianism: Racial and Ethnic Implications. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9dg0t0ds

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):

Griffin, Jerlena Denise. “Expanding Merit Through Communitarianism: Racial and Ethnic Implications.” 2016. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/9dg0t0ds.

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

MLA Handbook (7th Edition):

Griffin, Jerlena Denise. “Expanding Merit Through Communitarianism: Racial and Ethnic Implications.” 2016. Web. 15 Jul 2019.

Vancouver:

Griffin JD. Expanding Merit Through Communitarianism: Racial and Ethnic Implications. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/9dg0t0ds.

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

Council of Science Editors:

Griffin JD. Expanding Merit Through Communitarianism: Racial and Ethnic Implications. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/9dg0t0ds

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


UCLA

19. Cue, Erin Necole. Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders.

Degree: Education, 2014, UCLA

 Ongoing reports of the achievement gap suggest the need for understanding African American students' perceptions of their own academic failure and the need for more… (more)

Subjects/Keywords: Educational psychology; Education; African American; Attribution; Intervention; School

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APA (6th Edition):

Cue, E. N. (2014). Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3pz7b058

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):

Cue, Erin Necole. “Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders.” 2014. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/3pz7b058.

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

MLA Handbook (7th Edition):

Cue, Erin Necole. “Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders.” 2014. Web. 15 Jul 2019.

Vancouver:

Cue EN. Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/3pz7b058.

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

Council of Science Editors:

Cue EN. Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/3pz7b058

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


College of William and Mary

20. 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 15, 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. 15 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 15]. 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

21. 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 15, 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. 15 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 15]. 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

22. 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 15, 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. 15 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 15]. 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


Boston College

23. Hamel, Christine. Marital Stability: a Qualitative Psychological Study of African-American Couples.

Degree: PhD, Education, 1993, Boston College

 This study investigated factors associated with stable marriages among twelve African-American, working-class couples who had been married for a minimum of twenty years, with children… (more)

Subjects/Keywords: Marriage; African-American couples

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APA (6th Edition):

Hamel, C. (1993). Marital Stability: a Qualitative Psychological Study of African-American Couples. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101302

Chicago Manual of Style (16th Edition):

Hamel, Christine. “Marital Stability: a Qualitative Psychological Study of African-American Couples.” 1993. Doctoral Dissertation, Boston College. Accessed July 15, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101302.

MLA Handbook (7th Edition):

Hamel, Christine. “Marital Stability: a Qualitative Psychological Study of African-American Couples.” 1993. Web. 15 Jul 2019.

Vancouver:

Hamel C. Marital Stability: a Qualitative Psychological Study of African-American Couples. [Internet] [Doctoral dissertation]. Boston College; 1993. [cited 2019 Jul 15]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101302.

Council of Science Editors:

Hamel C. Marital Stability: a Qualitative Psychological Study of African-American Couples. [Doctoral Dissertation]. Boston College; 1993. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101302


College of William and Mary

24. 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 15, 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. 15 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 15]. 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


UCLA

25. Navarro-Garcia, Guadalupe. Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents.

Degree: Education, 2016, UCLA

 This qualitative study investigated the experiences that led to African American and Black university presidents’ social justice values and how they acted on them in… (more)

Subjects/Keywords: Educational leadership; Black studies; African American studies; African American university presidents; Black Lives Matter; Educational leadership; Moral Leadership; Social justice; university presidents

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APA (6th Edition):

Navarro-Garcia, G. (2016). Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7fz0z9ps

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):

Navarro-Garcia, Guadalupe. “Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents.” 2016. Thesis, UCLA. Accessed July 15, 2019. http://www.escholarship.org/uc/item/7fz0z9ps.

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

MLA Handbook (7th Edition):

Navarro-Garcia, Guadalupe. “Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents.” 2016. Web. 15 Jul 2019.

Vancouver:

Navarro-Garcia G. Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/7fz0z9ps.

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

Council of Science Editors:

Navarro-Garcia G. Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/7fz0z9ps

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


University of California – Berkeley

26. Dailey, Ardella Jones. An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender and Persistent Fiscal Stress.

Degree: Education, 2011, University of California – Berkeley

 This inquiry used autoethnography methodology in a self-narrative format that places the self within the position of a first time Superintendent as an African American(more)

Subjects/Keywords: Educational leadership; Educational Administration; African American Studies; African American women superintendents; autoethnography; crtical race theory; educational social justice; sensemaking and sensegiving; superintendent leadership

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APA (6th Edition):

Dailey, A. J. (2011). An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender and Persistent Fiscal Stress. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/23c8h81n

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):

Dailey, Ardella Jones. “An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender and Persistent Fiscal Stress.” 2011. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/23c8h81n.

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

MLA Handbook (7th Edition):

Dailey, Ardella Jones. “An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender and Persistent Fiscal Stress.” 2011. Web. 15 Jul 2019.

Vancouver:

Dailey AJ. An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender and Persistent Fiscal Stress. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/23c8h81n.

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

Council of Science Editors:

Dailey AJ. An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender and Persistent Fiscal Stress. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/23c8h81n

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


Oregon State University

27. Townsend-Johnson, Linda. African-American women faculty teaching at institutions of higher-learning in the Pacific Northwest : challenges, dilemmas, and sustainability.

Degree: PhD, Education, 2006, Oregon State University

 Title: African-American Women Faculty Teaching at Institutions of Higher Learning in the Pacific Northwest: Challenges, Dilemas, and Sustainability Institutions of higher learning in the Pacific… (more)

Subjects/Keywords: African American women faculty; African American Women  – Education (Higher)  – Oregon

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

APA (6th Edition):

Townsend-Johnson, L. (2006). African-American women faculty teaching at institutions of higher-learning in the Pacific Northwest : challenges, dilemmas, and sustainability. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/2879

Chicago Manual of Style (16th Edition):

Townsend-Johnson, Linda. “African-American women faculty teaching at institutions of higher-learning in the Pacific Northwest : challenges, dilemmas, and sustainability.” 2006. Doctoral Dissertation, Oregon State University. Accessed July 15, 2019. http://hdl.handle.net/1957/2879.

MLA Handbook (7th Edition):

Townsend-Johnson, Linda. “African-American women faculty teaching at institutions of higher-learning in the Pacific Northwest : challenges, dilemmas, and sustainability.” 2006. Web. 15 Jul 2019.

Vancouver:

Townsend-Johnson L. African-American women faculty teaching at institutions of higher-learning in the Pacific Northwest : challenges, dilemmas, and sustainability. [Internet] [Doctoral dissertation]. Oregon State University; 2006. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1957/2879.

Council of Science Editors:

Townsend-Johnson L. African-American women faculty teaching at institutions of higher-learning in the Pacific Northwest : challenges, dilemmas, and sustainability. [Doctoral Dissertation]. Oregon State University; 2006. Available from: http://hdl.handle.net/1957/2879


University of California – Berkeley

28. Simmons, Crystal Marie. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.

Degree: Education, 2011, University of California – Berkeley

 AbstractReducing Stereotype Threat in Academically At-Risk African- Americans Students: A Self- Affirmation InterventionbyCrystal Marie SimmonsDoctor of Philosophy in EducationUniversity of California, BerkeleyProfessor Frank C. Worrell,… (more)

Subjects/Keywords: Educational psychology; African-American high school students; self-affirmation intervention; stereotype threat

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APA (6th Edition):

Simmons, C. M. (2011). Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3293q2rc

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):

Simmons, Crystal Marie. “Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.” 2011. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/3293q2rc.

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

MLA Handbook (7th Edition):

Simmons, Crystal Marie. “Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.” 2011. Web. 15 Jul 2019.

Vancouver:

Simmons CM. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/3293q2rc.

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

Council of Science Editors:

Simmons CM. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/3293q2rc

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


University of California – Berkeley

29. Parenti, Peter Ivano. "VOICE" Vision of Inclusive Community Engagement.

Degree: Education, 2017, University of California – Berkeley

 Vision of Inclusive Community Engagement, “VOICE”A Design Development Study to support school leaders in engaging African American ParentsByPeter I. ParentiDoctor of EducationUniversity of California, BerkeleyProfessor… (more)

Subjects/Keywords: Educational leadership; Educational sociology; Education policy; African American; Equity; Leadership; Parent Empowerment; Parent Engagement

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

APA (6th Edition):

Parenti, P. I. (2017). "VOICE" Vision of Inclusive Community Engagement. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1dk980b1

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):

Parenti, Peter Ivano. “"VOICE" Vision of Inclusive Community Engagement.” 2017. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/1dk980b1.

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

MLA Handbook (7th Edition):

Parenti, Peter Ivano. “"VOICE" Vision of Inclusive Community Engagement.” 2017. Web. 15 Jul 2019.

Vancouver:

Parenti PI. "VOICE" Vision of Inclusive Community Engagement. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/1dk980b1.

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

Council of Science Editors:

Parenti PI. "VOICE" Vision of Inclusive Community Engagement. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/1dk980b1

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


University of California – Berkeley

30. Parker, Lynette. Theorizing the ghetto: The intersection of resources, psychology, and oppression in the construction of Black identity and consciousness.

Degree: Education, 2013, University of California – Berkeley

 AbstractThis dissertation examines the structural, political and ideological processes associated with the historical transformation of Compton from a White suburb to a Black ghetto. It… (more)

Subjects/Keywords: Education; African American studies; Sociology; education; fourth-person consciousness; identity; neighborhood effects; oppression; racism

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

APA (6th Edition):

Parker, L. (2013). Theorizing the ghetto: The intersection of resources, psychology, and oppression in the construction of Black identity and consciousness. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4vw79479

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):

Parker, Lynette. “Theorizing the ghetto: The intersection of resources, psychology, and oppression in the construction of Black identity and consciousness.” 2013. Thesis, University of California – Berkeley. Accessed July 15, 2019. http://www.escholarship.org/uc/item/4vw79479.

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

MLA Handbook (7th Edition):

Parker, Lynette. “Theorizing the ghetto: The intersection of resources, psychology, and oppression in the construction of Black identity and consciousness.” 2013. Web. 15 Jul 2019.

Vancouver:

Parker L. Theorizing the ghetto: The intersection of resources, psychology, and oppression in the construction of Black identity and consciousness. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2019 Jul 15]. Available from: http://www.escholarship.org/uc/item/4vw79479.

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

Council of Science Editors:

Parker L. Theorizing the ghetto: The intersection of resources, psychology, and oppression in the construction of Black identity and consciousness. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/4vw79479

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

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