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You searched for subject:(African American high school males). Showing records 1 – 30 of 103177 total matches.

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University of South Florida

1. Brown, John J. A case study of school-based leaders' perspectives of high school dropouts.

Degree: 2010, University of South Florida

School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate… (more)

Subjects/Keywords: American male students of African descent; High school dropouts; African-American males; Black males; American Studies; Arts and Humanities

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

APA (6th Edition):

Brown, J. J. (2010). A case study of school-based leaders' perspectives of high school dropouts. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1580

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):

Brown, John J. “A case study of school-based leaders' perspectives of high school dropouts.” 2010. Thesis, University of South Florida. Accessed April 20, 2019. https://scholarcommons.usf.edu/etd/1580.

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

MLA Handbook (7th Edition):

Brown, John J. “A case study of school-based leaders' perspectives of high school dropouts.” 2010. Web. 20 Apr 2019.

Vancouver:

Brown JJ. A case study of school-based leaders' perspectives of high school dropouts. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Apr 20]. Available from: https://scholarcommons.usf.edu/etd/1580.

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

Council of Science Editors:

Brown JJ. A case study of school-based leaders' perspectives of high school dropouts. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/1580

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


Kansas State University

2. Cisneros McGilvrey, Cynthia Ann. African American males in high school credit recovery: a critical race theory perspective.

Degree: PhD, Curriculum & Instruction Programs, 2012, Kansas State University

African American males have the second highest dropout rate in this Midwest state‘s largest public school district. Often, African American male students take an abundance… (more)

Subjects/Keywords: African American males; High school credit recovery; Education, General (0515)

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APA (6th Edition):

Cisneros McGilvrey, C. A. (2012). African American males in high school credit recovery: a critical race theory perspective. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13709

Chicago Manual of Style (16th Edition):

Cisneros McGilvrey, Cynthia Ann. “African American males in high school credit recovery: a critical race theory perspective.” 2012. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/13709.

MLA Handbook (7th Edition):

Cisneros McGilvrey, Cynthia Ann. “African American males in high school credit recovery: a critical race theory perspective.” 2012. Web. 20 Apr 2019.

Vancouver:

Cisneros McGilvrey CA. African American males in high school credit recovery: a critical race theory perspective. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/13709.

Council of Science Editors:

Cisneros McGilvrey CA. African American males in high school credit recovery: a critical race theory perspective. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/13709

3. McDermott, Mary T. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.

Degree: EdD, College of Education, 2017, Ashland University

 The purpose of this qualitative phenomenological study is to examine the self-perceptions and “lived” experiences of four African-American high school males who have been affected… (more)

Subjects/Keywords: African Americans; Secondary Education; Zero Tolerance policy; Critical Race Theory; African American high school males

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APA (6th Edition):

McDermott, M. T. (2017). The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788

Chicago Manual of Style (16th Edition):

McDermott, Mary T. “The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.” 2017. Doctoral Dissertation, Ashland University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788.

MLA Handbook (7th Edition):

McDermott, Mary T. “The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.” 2017. Web. 20 Apr 2019.

Vancouver:

McDermott MT. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788.

Council of Science Editors:

McDermott MT. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788


Georgia State University

4. Sims, Dan. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The dilemma of African-American male achievement continues to challenge schools systems in America. In light of this challenge, African-American males pose the greatest risk… (more)

Subjects/Keywords: African-american males; Teacher perceptions; Transition; High school; Effective practices; Achievement gap; Disparities

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APA (6th Edition):

Sims, D. (2015). The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/124

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):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Thesis, Georgia State University. Accessed April 20, 2019. https://scholarworks.gsu.edu/eps_diss/124.

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

MLA Handbook (7th Edition):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Web. 20 Apr 2019.

Vancouver:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Apr 20]. Available from: https://scholarworks.gsu.edu/eps_diss/124.

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

Council of Science Editors:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/124

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


California State University – Sacramento

5. Hamilton, Gwendolyn Louise. School achievement and family involvement of African American male students in elementary school.

Degree: MA, Education (Multicultural Education, 2012, California State University – Sacramento

African American male students in particular have the greatest challenges within school the school system (Fremon & Hamilton, 1997). These students need patient teachers and… (more)

Subjects/Keywords: African American males; Elementary School students

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APA (6th Edition):

Hamilton, G. L. (2012). School achievement and family involvement of African American male students in elementary school. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1856

Chicago Manual of Style (16th Edition):

Hamilton, Gwendolyn Louise. “School achievement and family involvement of African American male students in elementary school.” 2012. Masters Thesis, California State University – Sacramento. Accessed April 20, 2019. http://hdl.handle.net/10211.9/1856.

MLA Handbook (7th Edition):

Hamilton, Gwendolyn Louise. “School achievement and family involvement of African American male students in elementary school.” 2012. Web. 20 Apr 2019.

Vancouver:

Hamilton GL. School achievement and family involvement of African American male students in elementary school. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10211.9/1856.

Council of Science Editors:

Hamilton GL. School achievement and family involvement of African American male students in elementary school. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1856


University of Georgia

6. Rawlinson, Lakiesa Cantey. "We are not felons, we are college students": a critical analysis of African American college males' perceptions and lived experiences with campus police and local law enforcement.

Degree: PhD, Counseling and Student Personnel Services, 2016, University of Georgia

 Drawing on Critical Race Theory, this phenomenological study explored nine Black males’ perceptions and experiences with campus police and local law enforcement at two public… (more)

Subjects/Keywords: African American males

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APA (6th Edition):

Rawlinson, L. C. (2016). "We are not felons, we are college students": a critical analysis of African American college males' perceptions and lived experiences with campus police and local law enforcement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rawlinson_lakiesa_c_201605_phd

Chicago Manual of Style (16th Edition):

Rawlinson, Lakiesa Cantey. “"We are not felons, we are college students": a critical analysis of African American college males' perceptions and lived experiences with campus police and local law enforcement.” 2016. Doctoral Dissertation, University of Georgia. Accessed April 20, 2019. http://purl.galileo.usg.edu/uga_etd/rawlinson_lakiesa_c_201605_phd.

MLA Handbook (7th Edition):

Rawlinson, Lakiesa Cantey. “"We are not felons, we are college students": a critical analysis of African American college males' perceptions and lived experiences with campus police and local law enforcement.” 2016. Web. 20 Apr 2019.

Vancouver:

Rawlinson LC. "We are not felons, we are college students": a critical analysis of African American college males' perceptions and lived experiences with campus police and local law enforcement. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Apr 20]. Available from: http://purl.galileo.usg.edu/uga_etd/rawlinson_lakiesa_c_201605_phd.

Council of Science Editors:

Rawlinson LC. "We are not felons, we are college students": a critical analysis of African American college males' perceptions and lived experiences with campus police and local law enforcement. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/rawlinson_lakiesa_c_201605_phd


Liberty University

7. Montgomery, III, Thomas Victor. Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics.

Degree: 2010, Liberty University

 This study was conducted to investigate the impact on academic achievement that high school athletics had on African-American male students who participated in high school(more)

Subjects/Keywords: Academics; Achievement Gap; African-American Males; Grade Point Averages; High School Athletics; Survey; Education, Secondary; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Montgomery, III, T. V. (2010). Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/325

Chicago Manual of Style (16th Edition):

Montgomery, III, Thomas Victor. “Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics.” 2010. Doctoral Dissertation, Liberty University. Accessed April 20, 2019. http://digitalcommons.liberty.edu/doctoral/325.

MLA Handbook (7th Edition):

Montgomery, III, Thomas Victor. “Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics.” 2010. Web. 20 Apr 2019.

Vancouver:

Montgomery, III TV. Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Apr 20]. Available from: http://digitalcommons.liberty.edu/doctoral/325.

Council of Science Editors:

Montgomery, III TV. Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/325


University of Kentucky

8. Hargrave, Lauren D. An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students.

Degree: 2015, University of Kentucky

 Students generally spend more than ten years interacting with teachers in a classroom and thus, such interactions can have a positive or negative impact on… (more)

Subjects/Keywords: student-teacher interactions; academic self-concept; African American males; high school students; Bilingual, Multilingual, and Multicultural Education; Educational Psychology

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APA (6th Edition):

Hargrave, L. D. (2015). An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edp_etds/35

Chicago Manual of Style (16th Edition):

Hargrave, Lauren D. “An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students.” 2015. Masters Thesis, University of Kentucky. Accessed April 20, 2019. http://uknowledge.uky.edu/edp_etds/35.

MLA Handbook (7th Edition):

Hargrave, Lauren D. “An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students.” 2015. Web. 20 Apr 2019.

Vancouver:

Hargrave LD. An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2019 Apr 20]. Available from: http://uknowledge.uky.edu/edp_etds/35.

Council of Science Editors:

Hargrave LD. An Examination of the Association Between Student-Teacher Interactions and Academic Self-Concept Among African American Male High School Students. [Masters Thesis]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/edp_etds/35


UCLA

9. Allahjah, Yusuf. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.

Degree: Education, 2012, UCLA

 The technological age has led to tremendous advancements, and in the process, has presented several challenges. One of the most pervasive is the need for… (more)

Subjects/Keywords: Education; Black studies; Educational leadership; African-American males; Educational reform; High school dropouts; Hip-Hop; Rap artists; urban education reform

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APA (6th Edition):

Allahjah, Y. (2012). You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/48s249ck

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):

Allahjah, Yusuf. “You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.” 2012. Thesis, UCLA. Accessed April 20, 2019. http://www.escholarship.org/uc/item/48s249ck.

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

MLA Handbook (7th Edition):

Allahjah, Yusuf. “You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.” 2012. Web. 20 Apr 2019.

Vancouver:

Allahjah Y. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Apr 20]. Available from: http://www.escholarship.org/uc/item/48s249ck.

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

Council of Science Editors:

Allahjah Y. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/48s249ck

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

10. Jackson, Shenika. AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION.

Degree: PhD, Community Psychology, 2018, National-Louis University

  Abstract With all the challenges that Chicago Public School students are facing today, there are none greater than those faced by African American males.… (more)

Subjects/Keywords: African American Males; Academic Acheivement; High School; Higher Education; Chicago Public Schools; Community Psychology; Education; Higher Education; Psychology

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APA (6th Edition):

Jackson, S. (2018). AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/315

Chicago Manual of Style (16th Edition):

Jackson, Shenika. “AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION.” 2018. Doctoral Dissertation, National-Louis University. Accessed April 20, 2019. https://digitalcommons.nl.edu/diss/315.

MLA Handbook (7th Edition):

Jackson, Shenika. “AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION.” 2018. Web. 20 Apr 2019.

Vancouver:

Jackson S. AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Apr 20]. Available from: https://digitalcommons.nl.edu/diss/315.

Council of Science Editors:

Jackson S. AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/315


Virginia Tech

11. Boddie, Jacquelyn Lynnette. Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School.

Degree: PhD, Teaching and Learning, 1997, Virginia Tech

 The educational disenfranchisement of many urban, African American male adolescents aggravates the complex social and economic issues which America must reconcile. Two significant behaviors resulting… (more)

Subjects/Keywords: high school students; African American Urban males; male adolescents

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APA (6th Edition):

Boddie, J. L. (1997). Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30698

Chicago Manual of Style (16th Edition):

Boddie, Jacquelyn Lynnette. “Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School.” 1997. Doctoral Dissertation, Virginia Tech. Accessed April 20, 2019. http://hdl.handle.net/10919/30698.

MLA Handbook (7th Edition):

Boddie, Jacquelyn Lynnette. “Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School.” 1997. Web. 20 Apr 2019.

Vancouver:

Boddie JL. Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10919/30698.

Council of Science Editors:

Boddie JL. Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30698


Miami University

12. Faircloth, Glenn L., Jr. A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males.

Degree: EdD, Educational Leadership, 2009, Miami University

  Black males are portrayed….in a limited number of roles, most of them deviant, dangerous, and dysfunctional… This constant barrage of predominantly disturbing images inevitably… (more)

Subjects/Keywords: African Americans; African American males

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APA (6th Edition):

Faircloth, Glenn L., J. (2009). A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908

Chicago Manual of Style (16th Edition):

Faircloth, Glenn L., Jr. “A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males.” 2009. Doctoral Dissertation, Miami University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.

MLA Handbook (7th Edition):

Faircloth, Glenn L., Jr. “A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males.” 2009. Web. 20 Apr 2019.

Vancouver:

Faircloth, Glenn L. J. A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.

Council of Science Editors:

Faircloth, Glenn L. J. A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908


UCLA

13. 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 (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 April 20, 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. 20 Apr 2019.

Vancouver:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Apr 20]. 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 Nevada – Las Vegas

14. Walker, Robert Paul. Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies.

Degree: MSin Educational Psychology, Educational Psychology, 2010, University of Nevada – Las Vegas

  This is a multi-case study, utilizing in-depth interviews, of three African American male high school dropouts who are reentering an alternative high school program… (more)

Subjects/Keywords: African American males; African American men; Black interviews; Black male case study; Case studies; Critical race theory; Discrimination in education; High school dropouts; Interviews; Qualitative study; Educational Psychology

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APA (6th Edition):

Walker, R. P. (2010). Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/367

Chicago Manual of Style (16th Edition):

Walker, Robert Paul. “Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies.” 2010. Masters Thesis, University of Nevada – Las Vegas. Accessed April 20, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/367.

MLA Handbook (7th Edition):

Walker, Robert Paul. “Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies.” 2010. Web. 20 Apr 2019.

Vancouver:

Walker RP. Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2010. [cited 2019 Apr 20]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/367.

Council of Science Editors:

Walker RP. Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies. [Masters Thesis]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/367


The Ohio State University

15. Miller, Emby McKinley. EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES.

Degree: PhD, Human Ecology, 2014, The Ohio State University

 Education is seen as one of the several critical factors in promoting the healthy development of youth as they transition to adulthood. In the current… (more)

Subjects/Keywords: Education Policy; Ecology; Developmental Psychology; Counseling Education; Comparative; African Americans; African American males, High school, School dropout, Urban education, Comparative case method

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

APA (6th Edition):

Miller, E. M. (2014). EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1388304381

Chicago Manual of Style (16th Edition):

Miller, Emby McKinley. “EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES.” 2014. Doctoral Dissertation, The Ohio State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388304381.

MLA Handbook (7th Edition):

Miller, Emby McKinley. “EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES.” 2014. Web. 20 Apr 2019.

Vancouver:

Miller EM. EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388304381.

Council of Science Editors:

Miller EM. EDUCATION IN PERIL: A COMPARATIVE STUDY OF BLACK MALE HIGH SCHOOL DROPOUTS AND GRADUATES. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388304381


Texas A&M University

16. Rowell, Kyrel Lashea. Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve life.

Degree: 2009, Texas A&M University

 Suicide is a multifaceted issue and its prevention requires addressing multiple contributors. Currently, it is the third leading cause of death worldwide for those ages… (more)

Subjects/Keywords: suicide; African American males

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APA (6th Edition):

Rowell, K. L. (2009). Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve life. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1325

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):

Rowell, Kyrel Lashea. “Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve life.” 2009. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1325.

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

MLA Handbook (7th Edition):

Rowell, Kyrel Lashea. “Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve life.” 2009. Web. 20 Apr 2019.

Vancouver:

Rowell KL. Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve life. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1325.

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

Council of Science Editors:

Rowell KL. Investigating factors associated with suicide and antecedent behavior among African American males: a quest to preserve life. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1325

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


Texas A&M University

17. Preston, Tammie M. The Leadership Perspectives of African American Males after Participation in a Leadership Development Program.

Degree: 2014, Texas A&M University

 This study investigated the perceptions of African American undergraduate males who attend a predominately White institution in the southwest as they concern leadership after participation… (more)

Subjects/Keywords: African American; males; leadership

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APA (6th Edition):

Preston, T. M. (2014). The Leadership Perspectives of African American Males after Participation in a Leadership Development Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153941

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):

Preston, Tammie M. “The Leadership Perspectives of African American Males after Participation in a Leadership Development Program.” 2014. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/153941.

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

MLA Handbook (7th Edition):

Preston, Tammie M. “The Leadership Perspectives of African American Males after Participation in a Leadership Development Program.” 2014. Web. 20 Apr 2019.

Vancouver:

Preston TM. The Leadership Perspectives of African American Males after Participation in a Leadership Development Program. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/153941.

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

Council of Science Editors:

Preston TM. The Leadership Perspectives of African American Males after Participation in a Leadership Development Program. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153941

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


University of Illinois – Urbana-Champaign

18. Cross, Joseph Leanthony. Characteristics of leadership styles and program development among African American males at the University of Illinois at Urbana-Champaign.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 If there is to be representation in which both college administration and faculty mirror the nation’s demographics, then it must be assured that Black males(more)

Subjects/Keywords: Leadership; African American males

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APA (6th Edition):

Cross, J. L. (2017). Characteristics of leadership styles and program development among African American males at the University of Illinois at Urbana-Champaign. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97323

Chicago Manual of Style (16th Edition):

Cross, Joseph Leanthony. “Characteristics of leadership styles and program development among African American males at the University of Illinois at Urbana-Champaign.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 20, 2019. http://hdl.handle.net/2142/97323.

MLA Handbook (7th Edition):

Cross, Joseph Leanthony. “Characteristics of leadership styles and program development among African American males at the University of Illinois at Urbana-Champaign.” 2017. Web. 20 Apr 2019.

Vancouver:

Cross JL. Characteristics of leadership styles and program development among African American males at the University of Illinois at Urbana-Champaign. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2142/97323.

Council of Science Editors:

Cross JL. Characteristics of leadership styles and program development among African American males at the University of Illinois at Urbana-Champaign. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97323


Liberty University

19. Royal, Erroll. The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students.

Degree: 2018, Liberty University

 This study investigated the impact of teacher motivation in promoting academic achievement among African American male students in an urban middle school in northeast North… (more)

Subjects/Keywords: African American; African American Male; High School Dropout; Middle School; Student Achievement Among African American Males; Teacher Motivation; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Royal, E. (2018). The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1801

Chicago Manual of Style (16th Edition):

Royal, Erroll. “The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students.” 2018. Doctoral Dissertation, Liberty University. Accessed April 20, 2019. https://digitalcommons.liberty.edu/doctoral/1801.

MLA Handbook (7th Edition):

Royal, Erroll. “The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students.” 2018. Web. 20 Apr 2019.

Vancouver:

Royal E. The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Apr 20]. Available from: https://digitalcommons.liberty.edu/doctoral/1801.

Council of Science Editors:

Royal E. The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1801


Texas A&M University

20. Rose, Shirley A. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.

Degree: 2013, Texas A&M University

 The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of… (more)

Subjects/Keywords: African American Female Administrators; African American Female; High School Principals; Black High School Principals; African American High School Administrators

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

APA (6th Edition):

Rose, S. A. (2013). An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149360

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):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/149360.

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

MLA Handbook (7th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Web. 20 Apr 2019.

Vancouver:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/149360.

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

Council of Science Editors:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149360

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


University of South Carolina

21. Burnham, Willette Sharp. Black Males in Medical School: An Exploratory Analysis of Factors Related to Persistence.

Degree: PhD, Educational Leadership and Policies, 2010, University of South Carolina

  The persistence and graduation of Black men in medical college throughout the country is a growing concern in light of the goal of the… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; African American Males; Black Males; Graduate Education; Medical School; Persistence; Retention

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

APA (6th Edition):

Burnham, W. S. (2010). Black Males in Medical School: An Exploratory Analysis of Factors Related to Persistence. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/951

Chicago Manual of Style (16th Edition):

Burnham, Willette Sharp. “Black Males in Medical School: An Exploratory Analysis of Factors Related to Persistence.” 2010. Doctoral Dissertation, University of South Carolina. Accessed April 20, 2019. https://scholarcommons.sc.edu/etd/951.

MLA Handbook (7th Edition):

Burnham, Willette Sharp. “Black Males in Medical School: An Exploratory Analysis of Factors Related to Persistence.” 2010. Web. 20 Apr 2019.

Vancouver:

Burnham WS. Black Males in Medical School: An Exploratory Analysis of Factors Related to Persistence. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Apr 20]. Available from: https://scholarcommons.sc.edu/etd/951.

Council of Science Editors:

Burnham WS. Black Males in Medical School: An Exploratory Analysis of Factors Related to Persistence. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/951


University of Missouri – Kansas City

22. King, Makini Lateefah, 1981-. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .

Degree: 2013, University of Missouri – Kansas City

African American students continue to be an underrepresented population in institutions of higher education. This study uses Mickelson’s Attitude-Achievement Paradox to explain the effect of… (more)

Subjects/Keywords: African American; High school students; Aspirations; Expectations

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APA (6th Edition):

King, Makini Lateefah, 1. (2013). The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . (Thesis). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/45500

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):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Thesis, University of Missouri – Kansas City. Accessed April 20, 2019. http://hdl.handle.net/10355/45500.

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

MLA Handbook (7th Edition):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Web. 20 Apr 2019.

Vancouver:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Internet] [Thesis]. University of Missouri – Kansas City; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10355/45500.

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

Council of Science Editors:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Thesis]. University of Missouri – Kansas City; 2013. Available from: http://hdl.handle.net/10355/45500

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


Temple University

23. Siler, Donald Shawn. VOICES IN THE HALL: A BLACK MALE STUDENT CENTERED EXAMINATION OF ENGAGEMENT IN AN URBAN MIDDLE SCHOOL ART CLASS.

Degree: PhD, 2015, Temple University

Urban Education

This study examined the experiences and perceptions of black male middle school students in an urban visual art class. Black male students have… (more)

Subjects/Keywords: Art education; African American studies; Education;

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APA (6th Edition):

Siler, D. S. (2015). VOICES IN THE HALL: A BLACK MALE STUDENT CENTERED EXAMINATION OF ENGAGEMENT IN AN URBAN MIDDLE SCHOOL ART CLASS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,346347

Chicago Manual of Style (16th Edition):

Siler, Donald Shawn. “VOICES IN THE HALL: A BLACK MALE STUDENT CENTERED EXAMINATION OF ENGAGEMENT IN AN URBAN MIDDLE SCHOOL ART CLASS.” 2015. Doctoral Dissertation, Temple University. Accessed April 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,346347.

MLA Handbook (7th Edition):

Siler, Donald Shawn. “VOICES IN THE HALL: A BLACK MALE STUDENT CENTERED EXAMINATION OF ENGAGEMENT IN AN URBAN MIDDLE SCHOOL ART CLASS.” 2015. Web. 20 Apr 2019.

Vancouver:

Siler DS. VOICES IN THE HALL: A BLACK MALE STUDENT CENTERED EXAMINATION OF ENGAGEMENT IN AN URBAN MIDDLE SCHOOL ART CLASS. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Apr 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,346347.

Council of Science Editors:

Siler DS. VOICES IN THE HALL: A BLACK MALE STUDENT CENTERED EXAMINATION OF ENGAGEMENT IN AN URBAN MIDDLE SCHOOL ART CLASS. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,346347


Virginia Tech

24. Bradley, Faye Covington. The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 <html> <head> <title>Bradley Abstract</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> </head> <body> During the last decade there has been a renewed focus on improving the instruction of… (more)

Subjects/Keywords: School; Family; and Community Partnership; Reading Achievement; African American Males; Parental Involvement; At Risk Learner

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APA (6th Edition):

Bradley, F. C. (2010). The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26885

Chicago Manual of Style (16th Edition):

Bradley, Faye Covington. “The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 20, 2019. http://hdl.handle.net/10919/26885.

MLA Handbook (7th Edition):

Bradley, Faye Covington. “The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia.” 2010. Web. 20 Apr 2019.

Vancouver:

Bradley FC. The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10919/26885.

Council of Science Editors:

Bradley FC. The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26885


Miami University

25. Smith, Audley Edward. A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE.

Degree: EdD, Educational Leadership, 2008, Miami University

  Over the course of four decades, African American males have continued to underachieve and to be underserved in our nation's public schools. The research… (more)

Subjects/Keywords: African Americans; Elementary Education; School Administration; African American males; early schooling; racial achievement gap; school principals; critical race theory; cultural proficiency

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APA (6th Edition):

Smith, A. E. (2008). A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687

Chicago Manual of Style (16th Edition):

Smith, Audley Edward. “A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE.” 2008. Doctoral Dissertation, Miami University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687.

MLA Handbook (7th Edition):

Smith, Audley Edward. “A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE.” 2008. Web. 20 Apr 2019.

Vancouver:

Smith AE. A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687.

Council of Science Editors:

Smith AE. A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687

26. Brown, Eric L. The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them.

Degree: PhD, Leadership Studies, 2017, University of San Diego

  Despite increases in overall academic achievement, African American males continue to struggle in the area of mathematics. Data from the National Assessment of Educational… (more)

Subjects/Keywords: African American males; after school; mathematics; middle school; Out of School Time (OST); secondary education; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Brown, E. L. (2017). The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/87

Chicago Manual of Style (16th Edition):

Brown, Eric L. “The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them.” 2017. Doctoral Dissertation, University of San Diego. Accessed April 20, 2019. https://digital.sandiego.edu/dissertations/87.

MLA Handbook (7th Edition):

Brown, Eric L. “The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them.” 2017. Web. 20 Apr 2019.

Vancouver:

Brown EL. The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them. [Internet] [Doctoral dissertation]. University of San Diego; 2017. [cited 2019 Apr 20]. Available from: https://digital.sandiego.edu/dissertations/87.

Council of Science Editors:

Brown EL. The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them. [Doctoral Dissertation]. University of San Diego; 2017. Available from: https://digital.sandiego.edu/dissertations/87


Indiana University of Pennsylvania

27. Nichols, Pamela M. Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  Program administrators of academic mentoring programs for African American male community college students contend that mentoring provides a means to increase retention and improve… (more)

Subjects/Keywords: African American academic mentoring; African American male mentoring; African American males; community college completion African American males; community college mentoring African American males; mentoring; African American Studies; Educational Sociology; Psychology

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APA (6th Edition):

Nichols, P. M. (2017). Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1516

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):

Nichols, Pamela M. “Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative.” 2017. Thesis, Indiana University of Pennsylvania. Accessed April 20, 2019. https://knowledge.library.iup.edu/etd/1516.

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

MLA Handbook (7th Edition):

Nichols, Pamela M. “Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative.” 2017. Web. 20 Apr 2019.

Vancouver:

Nichols PM. Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Apr 20]. Available from: https://knowledge.library.iup.edu/etd/1516.

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

Council of Science Editors:

Nichols PM. Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1516

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


Texas A&M University

28. James, Marlon C. Education no longer deferred: the possibilities of educating urban african american males in a single gender school.

Degree: 2009, Texas A&M University

 The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the… (more)

Subjects/Keywords: African American urban males; single gender schools

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APA (6th Edition):

James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3150

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):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

MLA Handbook (7th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Web. 20 Apr 2019.

Vancouver:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

Council of Science Editors:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150

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


Youngstown State University

29. Harris, Phillip D. The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2007, Youngstown State University

 This exploratory study assessed the importance of non-cognitive variables in aiding toward African American males’ academic success in college. More specifically, it assessed how mentoring… (more)

Subjects/Keywords: African American males; college success; mentoring

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

APA (6th Edition):

Harris, P. D. (2007). The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662

Chicago Manual of Style (16th Edition):

Harris, Phillip D. “The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution.” 2007. Doctoral Dissertation, Youngstown State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662.

MLA Handbook (7th Edition):

Harris, Phillip D. “The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution.” 2007. Web. 20 Apr 2019.

Vancouver:

Harris PD. The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution. [Internet] [Doctoral dissertation]. Youngstown State University; 2007. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662.

Council of Science Editors:

Harris PD. The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution. [Doctoral Dissertation]. Youngstown State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198784662


California State University – Sacramento

30. Dyke, Michele Kimberly. Let the truth be told: reflections of first year African American male undergraduates.

Degree: MA, Education (Educational Leadership, 2010, California State University – Sacramento

 Academia is filled with studies that indicate the decline and absence of African American males in higher education (Wilson, 2000; Morgan, 1996; Gibbs, 1988). Research… (more)

Subjects/Keywords: African American males; Academic success; Higher education

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

APA (6th Edition):

Dyke, M. K. (2010). Let the truth be told: reflections of first year African American male undergraduates. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/647

Chicago Manual of Style (16th Edition):

Dyke, Michele Kimberly. “Let the truth be told: reflections of first year African American male undergraduates.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 20, 2019. http://hdl.handle.net/10211.9/647.

MLA Handbook (7th Edition):

Dyke, Michele Kimberly. “Let the truth be told: reflections of first year African American male undergraduates.” 2010. Web. 20 Apr 2019.

Vancouver:

Dyke MK. Let the truth be told: reflections of first year African American male undergraduates. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10211.9/647.

Council of Science Editors:

Dyke MK. Let the truth be told: reflections of first year African American male undergraduates. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/647

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