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You searched for subject:(African American men Education Higher ). Showing records 1 – 30 of 202197 total matches.

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University of Louisville

1. Johnson, Jonathan Lee. The social construction of ethnicity and masculinity of African American college men.

Degree: PhD, Department of Educational and Counseling Psychology, 2013, University of Louisville

 The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles… (more)

Subjects/Keywords: African American men; College men; Masculinity; Ethnicity; Men's studies; Higher education

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

APA (6th Edition):

Johnson, J. L. (2013). The social construction of ethnicity and masculinity of African American college men. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702

Chicago Manual of Style (16th Edition):

Johnson, Jonathan Lee. “The social construction of ethnicity and masculinity of African American college men.” 2013. Doctoral Dissertation, University of Louisville. Accessed February 23, 2020. 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702.

MLA Handbook (7th Edition):

Johnson, Jonathan Lee. “The social construction of ethnicity and masculinity of African American college men.” 2013. Web. 23 Feb 2020.

Vancouver:

Johnson JL. The social construction of ethnicity and masculinity of African American college men. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2020 Feb 23]. Available from: 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702.

Council of Science Editors:

Johnson JL. The social construction of ethnicity and masculinity of African American college men. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/702 ; https://ir.library.louisville.edu/etd/702


Texas State University – San Marcos

2. Morton, Vincent E. Black Males in Higher Education: Communities of Color.

Degree: PhD, Adult, Professional, and Community Education, 2015, Texas State University – San Marcos

 This qualitative research study will explore six forms of cultural capital that Students of Color bring with them to the classroom from their homes and… (more)

Subjects/Keywords: Black males; Higher education; African American men – Education (Higher); African American male college students

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APA (6th Edition):

Morton, V. E. (2015). Black Males in Higher Education: Communities of Color. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5702

Chicago Manual of Style (16th Edition):

Morton, Vincent E. “Black Males in Higher Education: Communities of Color.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 23, 2020. https://digital.library.txstate.edu/handle/10877/5702.

MLA Handbook (7th Edition):

Morton, Vincent E. “Black Males in Higher Education: Communities of Color.” 2015. Web. 23 Feb 2020.

Vancouver:

Morton VE. Black Males in Higher Education: Communities of Color. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2020 Feb 23]. Available from: https://digital.library.txstate.edu/handle/10877/5702.

Council of Science Editors:

Morton VE. Black Males in Higher Education: Communities of Color. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5702

3. Noesen, Cristin A. Do you feel me? : engaging African American males in an English composition classroom: Title on signature form: Do you feel me? : engaging African American males in an English composition setting.

Degree: MA, 2009, Ball State University

 This study examined curriculum and instructional strategies that would address the educational needs of African American males in a college composition course. Traditional roles of… (more)

Subjects/Keywords: African American men  – Education (Higher); African American prisoners  – Education (Higher); English language  – Rhetoric  – Study and teaching (Higher)

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APA (6th Edition):

Noesen, C. A. (2009). Do you feel me? : engaging African American males in an English composition classroom: Title on signature form: Do you feel me? : engaging African American males in an English composition setting. (Masters Thesis). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193501

Chicago Manual of Style (16th Edition):

Noesen, Cristin A. “Do you feel me? : engaging African American males in an English composition classroom: Title on signature form: Do you feel me? : engaging African American males in an English composition setting.” 2009. Masters Thesis, Ball State University. Accessed February 23, 2020. http://cardinalscholar.bsu.edu/handle/123456789/193501.

MLA Handbook (7th Edition):

Noesen, Cristin A. “Do you feel me? : engaging African American males in an English composition classroom: Title on signature form: Do you feel me? : engaging African American males in an English composition setting.” 2009. Web. 23 Feb 2020.

Vancouver:

Noesen CA. Do you feel me? : engaging African American males in an English composition classroom: Title on signature form: Do you feel me? : engaging African American males in an English composition setting. [Internet] [Masters thesis]. Ball State University; 2009. [cited 2020 Feb 23]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193501.

Council of Science Editors:

Noesen CA. Do you feel me? : engaging African American males in an English composition classroom: Title on signature form: Do you feel me? : engaging African American males in an English composition setting. [Masters Thesis]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193501


University of Missouri – Columbia

4. Kitchen, Todd L. An examination of the success factors of African America [sic] men in executive leadership positions in Arkansas higher education.

Degree: 2012, University of Missouri – Columbia

 The purpose of this mixed-methods study was to examine the success factors of five African American men serving in executive leadership positions in the state… (more)

Subjects/Keywords: higher education; career aspirations; mentorship; success factors; African American men

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APA (6th Edition):

Kitchen, T. L. (2012). An examination of the success factors of African America [sic] men in executive leadership positions in Arkansas higher education. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15005

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):

Kitchen, Todd L. “An examination of the success factors of African America [sic] men in executive leadership positions in Arkansas higher education.” 2012. Thesis, University of Missouri – Columbia. Accessed February 23, 2020. https://doi.org/10.32469/10355/15005.

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

MLA Handbook (7th Edition):

Kitchen, Todd L. “An examination of the success factors of African America [sic] men in executive leadership positions in Arkansas higher education.” 2012. Web. 23 Feb 2020.

Vancouver:

Kitchen TL. An examination of the success factors of African America [sic] men in executive leadership positions in Arkansas higher education. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Feb 23]. Available from: https://doi.org/10.32469/10355/15005.

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

Council of Science Editors:

Kitchen TL. An examination of the success factors of African America [sic] men in executive leadership positions in Arkansas higher education. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15005

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


University of Arkansas

5. Jenkins, Todd C., Jr. What Keeps Us Here? Perceptions of Workplace Supervision among African American Men in Student Affairs.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2015, University of Arkansas

African American male professionals continue to be lower in numbers in the workplace across the United States compared to their White counterparts. However, the… (more)

Subjects/Keywords: Social sciences; Education; African-American; Black men; Leadership and management; Men; Student affairs; Supervision; African American Studies; Educational Leadership; Higher Education

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

APA (6th Edition):

Jenkins, Todd C., J. (2015). What Keeps Us Here? Perceptions of Workplace Supervision among African American Men in Student Affairs. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1385

Chicago Manual of Style (16th Edition):

Jenkins, Todd C., Jr. “What Keeps Us Here? Perceptions of Workplace Supervision among African American Men in Student Affairs.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 23, 2020. https://scholarworks.uark.edu/etd/1385.

MLA Handbook (7th Edition):

Jenkins, Todd C., Jr. “What Keeps Us Here? Perceptions of Workplace Supervision among African American Men in Student Affairs.” 2015. Web. 23 Feb 2020.

Vancouver:

Jenkins, Todd C. J. What Keeps Us Here? Perceptions of Workplace Supervision among African American Men in Student Affairs. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2020 Feb 23]. Available from: https://scholarworks.uark.edu/etd/1385.

Council of Science Editors:

Jenkins, Todd C. J. What Keeps Us Here? Perceptions of Workplace Supervision among African American Men in Student Affairs. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1385


Drexel University

6. Flemming, Stephen R. A Phenomenology: Exploring African American Men's Characterizations of Their K-12 Teaching and Learning Experiences in a Large Urban School District.

Degree: 2018, Drexel University

The purpose of this qualitative study was to explore the urban public school learning experiences of African American men as they recall them and to… (more)

Subjects/Keywords: Education; African American men – Education (Higher); Teachers – Training of; Educational technology – Study and teaching

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

APA (6th Edition):

Flemming, S. R. (2018). A Phenomenology: Exploring African American Men's Characterizations of Their K-12 Teaching and Learning Experiences in a Large Urban School District. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8070

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):

Flemming, Stephen R. “A Phenomenology: Exploring African American Men's Characterizations of Their K-12 Teaching and Learning Experiences in a Large Urban School District.” 2018. Thesis, Drexel University. Accessed February 23, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A8070.

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

MLA Handbook (7th Edition):

Flemming, Stephen R. “A Phenomenology: Exploring African American Men's Characterizations of Their K-12 Teaching and Learning Experiences in a Large Urban School District.” 2018. Web. 23 Feb 2020.

Vancouver:

Flemming SR. A Phenomenology: Exploring African American Men's Characterizations of Their K-12 Teaching and Learning Experiences in a Large Urban School District. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Feb 23]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8070.

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

Council of Science Editors:

Flemming SR. A Phenomenology: Exploring African American Men's Characterizations of Their K-12 Teaching and Learning Experiences in a Large Urban School District. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8070

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


University of Missouri – Columbia

7. Goode-Cross, David T. "It's about just staying focused": how African American gay and bisexual men persist at a predominately white institution.

Degree: 2009, University of Missouri – Columbia

African American males graduate from college at lower rates than their African American female and White male classmates. This qualitative study explored the strategies that… (more)

Subjects/Keywords: Coping; African American gay men  – Education (Higher); African American bisexual men  – Education (Higher); Universities and colleges  – Graduation requirements; Self-efficacy; Goal (Psychology)

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APA (6th Edition):

Goode-Cross, D. T. (2009). "It's about just staying focused": how African American gay and bisexual men persist at a predominately white institution. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/9681

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):

Goode-Cross, David T. “"It's about just staying focused": how African American gay and bisexual men persist at a predominately white institution.” 2009. Thesis, University of Missouri – Columbia. Accessed February 23, 2020. http://hdl.handle.net/10355/9681.

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

MLA Handbook (7th Edition):

Goode-Cross, David T. “"It's about just staying focused": how African American gay and bisexual men persist at a predominately white institution.” 2009. Web. 23 Feb 2020.

Vancouver:

Goode-Cross DT. "It's about just staying focused": how African American gay and bisexual men persist at a predominately white institution. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10355/9681.

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

Council of Science Editors:

Goode-Cross DT. "It's about just staying focused": how African American gay and bisexual men persist at a predominately white institution. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/9681

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


University of Louisville

8. Pruitt, Kia Marie. Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.

Degree: PhD, College of Education and Human Development, 2013, University of Louisville

African American males have the highest college attrition rates of all races and genders (Harper, 2006a). Federal reports indicate that 54.4%of White males finish their… (more)

Subjects/Keywords: Education; African American; African American men; Black men; Retention; Graduation

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

APA (6th Edition):

Pruitt, K. M. (2013). Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1161 ; https://ir.library.louisville.edu/etd/1161

Chicago Manual of Style (16th Edition):

Pruitt, Kia Marie. “Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.” 2013. Doctoral Dissertation, University of Louisville. Accessed February 23, 2020. 10.18297/etd/1161 ; https://ir.library.louisville.edu/etd/1161.

MLA Handbook (7th Edition):

Pruitt, Kia Marie. “Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.” 2013. Web. 23 Feb 2020.

Vancouver:

Pruitt KM. Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2020 Feb 23]. Available from: 10.18297/etd/1161 ; https://ir.library.louisville.edu/etd/1161.

Council of Science Editors:

Pruitt KM. Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1161 ; https://ir.library.louisville.edu/etd/1161

9. Coleman, Jeffrey K. Educational emancipation: addressing retention and graduation of traditional aged undergraduate African American male students.

Degree: 2015, NC Docks

 This study examined the issues and factors that impact the college retention and graduation rate of traditional-aged African American male undergraduate students at Predominantly White… (more)

Subjects/Keywords: African American male college students; African American men $x Education (Higher); College dropouts $x Prevention; College attendance; Academic achievement

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APA (6th Edition):

Coleman, J. K. (2015). Educational emancipation: addressing retention and graduation of traditional aged undergraduate African American male students. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Coleman_uncg_0154D_11790.pdf

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):

Coleman, Jeffrey K. “Educational emancipation: addressing retention and graduation of traditional aged undergraduate African American male students.” 2015. Thesis, NC Docks. Accessed February 23, 2020. http://libres.uncg.edu/ir/uncg/f/Coleman_uncg_0154D_11790.pdf.

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

MLA Handbook (7th Edition):

Coleman, Jeffrey K. “Educational emancipation: addressing retention and graduation of traditional aged undergraduate African American male students.” 2015. Web. 23 Feb 2020.

Vancouver:

Coleman JK. Educational emancipation: addressing retention and graduation of traditional aged undergraduate African American male students. [Internet] [Thesis]. NC Docks; 2015. [cited 2020 Feb 23]. Available from: http://libres.uncg.edu/ir/uncg/f/Coleman_uncg_0154D_11790.pdf.

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

Council of Science Editors:

Coleman JK. Educational emancipation: addressing retention and graduation of traditional aged undergraduate African American male students. [Thesis]. NC Docks; 2015. Available from: http://libres.uncg.edu/ir/uncg/f/Coleman_uncg_0154D_11790.pdf

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


Texas State University – San Marcos

10. White, Anthony L. Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation.

Degree: PhD, Adult, Professional, and Community Education, 2013, Texas State University – San Marcos

 The present qualitative case study documents the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access… (more)

Subjects/Keywords: Mentoring; Undergraduate Black Males; Experiential learning; Forms of capital; African American male college students; African American men – Education (Higher); African American college students – Social conditions; Mentoring in education – United States

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

APA (6th Edition):

White, A. L. (2013). Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4701

Chicago Manual of Style (16th Edition):

White, Anthony L. “Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 23, 2020. https://digital.library.txstate.edu/handle/10877/4701.

MLA Handbook (7th Edition):

White, Anthony L. “Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation.” 2013. Web. 23 Feb 2020.

Vancouver:

White AL. Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2020 Feb 23]. Available from: https://digital.library.txstate.edu/handle/10877/4701.

Council of Science Editors:

White AL. Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4701


University of Missouri – Columbia

11. Robinson, Todd F., 1969-. Relationships between academic disidentification and incarceration in African American males.

Degree: 2013, University of Missouri – Columbia

 This study was conducted to explore whether a direct relationship could be found between the unique occurrence of academic disidentification and the disproportionately high rates… (more)

Subjects/Keywords: Academic disidentification; African American men  – Education; Imprisonment  – African Americans  – Social aspects; African American men  – Psychology

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

APA (6th Edition):

Robinson, Todd F., 1. (2013). Relationships between academic disidentification and incarceration in African American males. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/42978

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):

Robinson, Todd F., 1969-. “Relationships between academic disidentification and incarceration in African American males.” 2013. Thesis, University of Missouri – Columbia. Accessed February 23, 2020. http://hdl.handle.net/10355/42978.

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

MLA Handbook (7th Edition):

Robinson, Todd F., 1969-. “Relationships between academic disidentification and incarceration in African American males.” 2013. Web. 23 Feb 2020.

Vancouver:

Robinson, Todd F. 1. Relationships between academic disidentification and incarceration in African American males. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10355/42978.

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

Council of Science Editors:

Robinson, Todd F. 1. Relationships between academic disidentification and incarceration in African American males. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/42978

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


University of Missouri – Columbia

12. Robinson, Todd F., 1969-. Relationships between academic disidentification and incarceration in African American males.

Degree: 2013, University of Missouri – Columbia

 This study was conducted to explore whether a direct relationship could be found between the unique occurrence of academic disidentification and the disproportionately high rates… (more)

Subjects/Keywords: Academic disidentification; African American men  – Education; Imprisonment  – African Americans  – Social aspects; African American men  – Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robinson, Todd F., 1. (2013). Relationships between academic disidentification and incarceration in African American males. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/42978

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):

Robinson, Todd F., 1969-. “Relationships between academic disidentification and incarceration in African American males.” 2013. Thesis, University of Missouri – Columbia. Accessed February 23, 2020. https://doi.org/10.32469/10355/42978.

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

MLA Handbook (7th Edition):

Robinson, Todd F., 1969-. “Relationships between academic disidentification and incarceration in African American males.” 2013. Web. 23 Feb 2020.

Vancouver:

Robinson, Todd F. 1. Relationships between academic disidentification and incarceration in African American males. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2020 Feb 23]. Available from: https://doi.org/10.32469/10355/42978.

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

Council of Science Editors:

Robinson, Todd F. 1. Relationships between academic disidentification and incarceration in African American males. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/42978

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


Texas State University – San Marcos

13. McClain, Terrance J. Advising African American Males: From the Advisor's Viewpoint.

Degree: PhD, Adult, Professional, and Community Education, 2019, Texas State University – San Marcos

 Research acknowledges high quality advising as being linked to retention and student success. Training and professional development received by academic advisors is undoubtedly connected to… (more)

Subjects/Keywords: African American males; Academic advising; Adult education; Advisors viewpoint; Advisors perspective; NACADA; Hispanic Serving Institution; Counseling in higher education; African American men – Education (Higher)

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

APA (6th Edition):

McClain, T. J. (2019). Advising African American Males: From the Advisor's Viewpoint. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7989

Chicago Manual of Style (16th Edition):

McClain, Terrance J. “Advising African American Males: From the Advisor's Viewpoint.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 23, 2020. https://digital.library.txstate.edu/handle/10877/7989.

MLA Handbook (7th Edition):

McClain, Terrance J. “Advising African American Males: From the Advisor's Viewpoint.” 2019. Web. 23 Feb 2020.

Vancouver:

McClain TJ. Advising African American Males: From the Advisor's Viewpoint. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2020 Feb 23]. Available from: https://digital.library.txstate.edu/handle/10877/7989.

Council of Science Editors:

McClain TJ. Advising African American Males: From the Advisor's Viewpoint. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/7989


Virginia Commonwealth University

14. Matthews, Kimberly. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 This qualitative study examined the experiences of 20 African American men who graduated from predominately White institutions in one mid-Atlantic state between the years of… (more)

Subjects/Keywords: African American Men; Persistence; Doctoral Completion; Education

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

APA (6th Edition):

Matthews, K. (2012). PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/MRTQ-5282 ; https://scholarscompass.vcu.edu/etd/2732

Chicago Manual of Style (16th Edition):

Matthews, Kimberly. “PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 23, 2020. https://doi.org/10.25772/MRTQ-5282 ; https://scholarscompass.vcu.edu/etd/2732.

MLA Handbook (7th Edition):

Matthews, Kimberly. “PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.” 2012. Web. 23 Feb 2020.

Vancouver:

Matthews K. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2020 Feb 23]. Available from: https://doi.org/10.25772/MRTQ-5282 ; https://scholarscompass.vcu.edu/etd/2732.

Council of Science Editors:

Matthews K. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://doi.org/10.25772/MRTQ-5282 ; https://scholarscompass.vcu.edu/etd/2732

15. Powell, Anne-Elizabeth C. Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry.

Degree: 2017, Azusa Pacific University

  This narrative inquiry study focused on the research question: <i> How do lived experiences during college contribute to racial identity formation of Black or… (more)

Subjects/Keywords: African American studies; Higher education

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APA (6th Edition):

Powell, A. C. (2017). Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry. (Thesis). Azusa Pacific University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10288533

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):

Powell, Anne-Elizabeth C. “Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry.” 2017. Thesis, Azusa Pacific University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10288533.

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

MLA Handbook (7th Edition):

Powell, Anne-Elizabeth C. “Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry.” 2017. Web. 23 Feb 2020.

Vancouver:

Powell AC. Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry. [Internet] [Thesis]. Azusa Pacific University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10288533.

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

Council of Science Editors:

Powell AC. Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry. [Thesis]. Azusa Pacific University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10288533

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


University of North Carolina – Greensboro

16. Johnson, Paul Brandon. The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention.

Degree: 2016, University of North Carolina – Greensboro

 The purpose of this case study was to investigate the experiences of first-year African American males who participated in a Living Learning Community (LLC) while… (more)

Subjects/Keywords: African American universities and colleges; African American men – Education (Higher); African American male college students; College dropouts – Prevention; Residential colleges; College freshmen

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

APA (6th Edition):

Johnson, P. B. (2016). The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19587

Chicago Manual of Style (16th Edition):

Johnson, Paul Brandon. “The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 23, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19587.

MLA Handbook (7th Edition):

Johnson, Paul Brandon. “The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention.” 2016. Web. 23 Feb 2020.

Vancouver:

Johnson PB. The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Feb 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19587.

Council of Science Editors:

Johnson PB. The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19587

17. Johnson, Paul Brandon. The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention.

Degree: 2016, NC Docks

 The purpose of this case study was to investigate the experiences of first-year African American males who participated in a Living Learning Community (LLC) while… (more)

Subjects/Keywords: African American universities and colleges; African American men $x Education (Higher); African American male college students; College dropouts $x Prevention; Residential colleges; College freshmen

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

APA (6th Edition):

Johnson, P. B. (2016). The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Johnson_uncg_0154D_11862.pdf

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):

Johnson, Paul Brandon. “The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention.” 2016. Thesis, NC Docks. Accessed February 23, 2020. http://libres.uncg.edu/ir/uncg/f/Johnson_uncg_0154D_11862.pdf.

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

MLA Handbook (7th Edition):

Johnson, Paul Brandon. “The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention.” 2016. Web. 23 Feb 2020.

Vancouver:

Johnson PB. The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Feb 23]. Available from: http://libres.uncg.edu/ir/uncg/f/Johnson_uncg_0154D_11862.pdf.

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

Council of Science Editors:

Johnson PB. The experiences of first-year African American males in a living learning community attending a historically black college and university: implications for retention. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Johnson_uncg_0154D_11862.pdf

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


Drexel University

18. Russell, Martha Jones. How Can Restorative Practices Decrease “School to Prison Pipeline” Occurrences for Black Male Students?.

Degree: 2013, Drexel University

In-depth interviews were conducted with nine Black male students who graduated from Restorative Practices schools. In-depth interviews were also conducted for 15 professionals who served… (more)

Subjects/Keywords: Education; Restorative justice – African American men; African American men – Education; Educational leadership and management

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APA (6th Edition):

Russell, M. J. (2013). How Can Restorative Practices Decrease “School to Prison Pipeline” Occurrences for Black Male Students?. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4313

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):

Russell, Martha Jones. “How Can Restorative Practices Decrease “School to Prison Pipeline” Occurrences for Black Male Students?.” 2013. Thesis, Drexel University. Accessed February 23, 2020. http://hdl.handle.net/1860/4313.

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

MLA Handbook (7th Edition):

Russell, Martha Jones. “How Can Restorative Practices Decrease “School to Prison Pipeline” Occurrences for Black Male Students?.” 2013. Web. 23 Feb 2020.

Vancouver:

Russell MJ. How Can Restorative Practices Decrease “School to Prison Pipeline” Occurrences for Black Male Students?. [Internet] [Thesis]. Drexel University; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1860/4313.

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

Council of Science Editors:

Russell MJ. How Can Restorative Practices Decrease “School to Prison Pipeline” Occurrences for Black Male Students?. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/4313

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


Northeastern University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kim, Kristine. “Black men:: a case study of community college retention and graduation.” 2014. Masters Thesis, Northeastern University. Accessed February 23, 2020. http://hdl.handle.net/2047/d20004988.

MLA Handbook (7th Edition):

Kim, Kristine. “Black men:: a case study of community college retention and graduation.” 2014. Web. 23 Feb 2020.

Vancouver:

Kim K. Black men:: a case study of community college retention and graduation. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2047/d20004988.

Council of Science Editors:

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


Georgia State University

20. Thomas, Clarice. RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  The school-to-prison nexus (STPN) disproportionately targets African American students for school suspension and expulsion, which increases their risk of future incarceration (Heitzeg, 2016). The… (more)

Subjects/Keywords: school-to-prison nexus; narrative inquiry; critical race theory; carceral state; experience; African American men; higher education; K-12 education

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

APA (6th Edition):

Thomas, C. (2018). RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/56

Chicago Manual of Style (16th Edition):

Thomas, Clarice. “RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 23, 2020. https://scholarworks.gsu.edu/mse_diss/56.

MLA Handbook (7th Edition):

Thomas, Clarice. “RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS.” 2018. Web. 23 Feb 2020.

Vancouver:

Thomas C. RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 Feb 23]. Available from: https://scholarworks.gsu.edu/mse_diss/56.

Council of Science Editors:

Thomas C. RECLAIMING OUR PROMISE: VICTORIOUS NARRATIVES OF AFRICAN AMERICAN MALES NAVIGATING THE SCHOOL-TO-PRISON NEXUS. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/56


University of North Texas

21. Gayden, Kizuwanda Balayo. Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?.

Degree: 2005, University of North Texas

 This study identified and described the experiences of twelve African American men that influenced the choice to participate in postsecondary education. This qualitative study used… (more)

Subjects/Keywords: African American men  – Education (Higher); African American college students.; College choice  – United States.; African American men; college choice; higher education

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APA (6th Edition):

Gayden, K. B. (2005). Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4967/

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):

Gayden, Kizuwanda Balayo. “Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?.” 2005. Thesis, University of North Texas. Accessed February 23, 2020. https://digital.library.unt.edu/ark:/67531/metadc4967/.

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

MLA Handbook (7th Edition):

Gayden, Kizuwanda Balayo. “Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?.” 2005. Web. 23 Feb 2020.

Vancouver:

Gayden KB. Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?. [Internet] [Thesis]. University of North Texas; 2005. [cited 2020 Feb 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4967/.

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

Council of Science Editors:

Gayden KB. Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4967/

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


University of Alabama

22. Bradley, Elva Elaine. How high-achieving African American undergraduate men negotiate cultural challenges at a predominantly White institution.

Degree: 2010, University of Alabama

 In this study I examine the manner in which high-achieving African American undergraduate men negotiate cultural challenges in a predominantly White institution (PWI). Cultural theory… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Higher Education; African Studies; Gender Studies; African American Men; Cultural Challenges; High-Achievers; Negotiate Cultural Challenges; Predominantly White Institution; Undergraduate Men

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APA (6th Edition):

Bradley, E. E. (2010). How high-achieving African American undergraduate men negotiate cultural challenges at a predominantly White institution. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/21285

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):

Bradley, Elva Elaine. “How high-achieving African American undergraduate men negotiate cultural challenges at a predominantly White institution.” 2010. Thesis, University of Alabama. Accessed February 23, 2020. http://purl.lib.ua.edu/21285.

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

MLA Handbook (7th Edition):

Bradley, Elva Elaine. “How high-achieving African American undergraduate men negotiate cultural challenges at a predominantly White institution.” 2010. Web. 23 Feb 2020.

Vancouver:

Bradley EE. How high-achieving African American undergraduate men negotiate cultural challenges at a predominantly White institution. [Internet] [Thesis]. University of Alabama; 2010. [cited 2020 Feb 23]. Available from: http://purl.lib.ua.edu/21285.

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

Council of Science Editors:

Bradley EE. How high-achieving African American undergraduate men negotiate cultural challenges at a predominantly White institution. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/21285

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

23. Robinson, Tyree L. The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, University of San Francisco

  Current research has shown racial disparities and inequities among African American men who desire to be community college presidents in California, or already hold… (more)

Subjects/Keywords: African American; Men; Community College; Higher Education; Racial Disparities; Educational Leadership; Sociology; Work, Economy and Organizations

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APA (6th Edition):

Robinson, T. L. (2018). The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/419

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):

Robinson, Tyree L. “The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges.” 2018. Thesis, University of San Francisco. Accessed February 23, 2020. https://repository.usfca.edu/diss/419.

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

MLA Handbook (7th Edition):

Robinson, Tyree L. “The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges.” 2018. Web. 23 Feb 2020.

Vancouver:

Robinson TL. The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2020 Feb 23]. Available from: https://repository.usfca.edu/diss/419.

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

Council of Science Editors:

Robinson TL. The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/419

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

24. NC DOCKS at The University of North Carolina at Greensboro; Wyatt, James Roderick. No longer living in silence from the margins: African American male college student’s voices centralized regarding their engagement, persistence and graduation.

Degree: 2015, NC Docks

 For more than fifty (50) years African American males' have been a major topic of research studies throughout academia and special interest groups or foundations… (more)

Subjects/Keywords: African American young men $z United States $x Attitudes; African American young men $x Education (Higher) $z United States; African American young men $z United States $x Social conditions; African American college students $z United States $x Attitudes; African American college students $z United States $x Social conditions

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Wyatt, J. R. (2015). No longer living in silence from the margins: African American male college student’s voices centralized regarding their engagement, persistence and graduation. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Wyatt_uncg_0154D_11648.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Wyatt, James Roderick. “No longer living in silence from the margins: African American male college student’s voices centralized regarding their engagement, persistence and graduation.” 2015. Thesis, NC Docks. Accessed February 23, 2020. http://libres.uncg.edu/ir/uncg/f/Wyatt_uncg_0154D_11648.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Wyatt, James Roderick. “No longer living in silence from the margins: African American male college student’s voices centralized regarding their engagement, persistence and graduation.” 2015. Web. 23 Feb 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Wyatt JR. No longer living in silence from the margins: African American male college student’s voices centralized regarding their engagement, persistence and graduation. [Internet] [Thesis]. NC Docks; 2015. [cited 2020 Feb 23]. Available from: http://libres.uncg.edu/ir/uncg/f/Wyatt_uncg_0154D_11648.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Wyatt JR. No longer living in silence from the margins: African American male college student’s voices centralized regarding their engagement, persistence and graduation. [Thesis]. NC Docks; 2015. Available from: http://libres.uncg.edu/ir/uncg/f/Wyatt_uncg_0154D_11648.pdf

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


University of North Carolina – Greensboro

25. Gajda, Stanley Jacob. Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference.

Degree: 2008, University of North Carolina – Greensboro

 The purpose of this study was to better understand how socially responsible leadership is experienced by African American men at a comprehensive university in the… (more)

Subjects/Keywords: Phenomenological sociology; African American men; African American college students; Leadership – Education (Higher)

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

APA (6th Edition):

Gajda, S. J. (2008). Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=194

Chicago Manual of Style (16th Edition):

Gajda, Stanley Jacob. “Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference.” 2008. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 23, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=194.

MLA Handbook (7th Edition):

Gajda, Stanley Jacob. “Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference.” 2008. Web. 23 Feb 2020.

Vancouver:

Gajda SJ. Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2008. [cited 2020 Feb 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=194.

Council of Science Editors:

Gajda SJ. Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2008. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=194

26. Gajda, Stanley Jacob. Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference.

Degree: 2008, NC Docks

 The purpose of this study was to better understand how socially responsible leadership is experienced by African American men at a comprehensive university in the… (more)

Subjects/Keywords: Phenomenological sociology; African American men; African American college students; Leadership – Education (Higher)

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

APA (6th Edition):

Gajda, S. J. (2008). Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/umi-uncg-1542.pdf

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):

Gajda, Stanley Jacob. “Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference.” 2008. Thesis, NC Docks. Accessed February 23, 2020. http://libres.uncg.edu/ir/uncg/f/umi-uncg-1542.pdf.

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

MLA Handbook (7th Edition):

Gajda, Stanley Jacob. “Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference.” 2008. Web. 23 Feb 2020.

Vancouver:

Gajda SJ. Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference. [Internet] [Thesis]. NC Docks; 2008. [cited 2020 Feb 23]. Available from: http://libres.uncg.edu/ir/uncg/f/umi-uncg-1542.pdf.

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

Council of Science Editors:

Gajda SJ. Persistence & Involvement Reconsidered: A Phenomenology of African American College Men Who Make a Difference. [Thesis]. NC Docks; 2008. Available from: http://libres.uncg.edu/ir/uncg/f/umi-uncg-1542.pdf

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


University of North Texas

27. Smith, Dantrayl. The Success Factors of African American Males in Master of Arts Teaching Programs.

Degree: 2014, University of North Texas

 The problem of not enough African American males enrolling in masters level teaching programs was addressed in this study. This phenomenological study examined the experiences… (more)

Subjects/Keywords: African American males; Graduate; Programs; African American teachers  – Training of.; African American men  – Education (Graduate); African American graduate students.; Persistence.

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

APA (6th Edition):

Smith, D. (2014). The Success Factors of African American Males in Master of Arts Teaching Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500056/

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):

Smith, Dantrayl. “The Success Factors of African American Males in Master of Arts Teaching Programs.” 2014. Thesis, University of North Texas. Accessed February 23, 2020. https://digital.library.unt.edu/ark:/67531/metadc500056/.

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

MLA Handbook (7th Edition):

Smith, Dantrayl. “The Success Factors of African American Males in Master of Arts Teaching Programs.” 2014. Web. 23 Feb 2020.

Vancouver:

Smith D. The Success Factors of African American Males in Master of Arts Teaching Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Feb 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500056/.

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

Council of Science Editors:

Smith D. The Success Factors of African American Males in Master of Arts Teaching Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500056/

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

28. Neville, Kathleen Marie. The individual and shared meanings students make of their diverse interactions with African American faculty| A phenomenological study.

Degree: 2011, University of Massachusetts Boston

  Critics contend college graduates are not prepared to work in a global society. In response, higher education leaders identify the need to transform curriculum… (more)

Subjects/Keywords: African American Studies; Education, Administration; Education, Higher

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

APA (6th Edition):

Neville, K. M. (2011). The individual and shared meanings students make of their diverse interactions with African American faculty| A phenomenological study. (Thesis). University of Massachusetts Boston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457465

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):

Neville, Kathleen Marie. “The individual and shared meanings students make of their diverse interactions with African American faculty| A phenomenological study.” 2011. Thesis, University of Massachusetts Boston. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3457465.

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

MLA Handbook (7th Edition):

Neville, Kathleen Marie. “The individual and shared meanings students make of their diverse interactions with African American faculty| A phenomenological study.” 2011. Web. 23 Feb 2020.

Vancouver:

Neville KM. The individual and shared meanings students make of their diverse interactions with African American faculty| A phenomenological study. [Internet] [Thesis]. University of Massachusetts Boston; 2011. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457465.

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

Council of Science Editors:

Neville KM. The individual and shared meanings students make of their diverse interactions with African American faculty| A phenomenological study. [Thesis]. University of Massachusetts Boston; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457465

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

29. Fissori, Lauren. Portraits by African-American male university students| A retrospective study.

Degree: 2010, Loyola Marymount University

African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words… (more)

Subjects/Keywords: African American Studies; Education, Leadership; Education, Higher

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

APA (6th Edition):

Fissori, L. (2010). Portraits by African-American male university students| A retrospective study. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412990

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):

Fissori, Lauren. “Portraits by African-American male university students| A retrospective study.” 2010. Thesis, Loyola Marymount University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3412990.

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

MLA Handbook (7th Edition):

Fissori, Lauren. “Portraits by African-American male university students| A retrospective study.” 2010. Web. 23 Feb 2020.

Vancouver:

Fissori L. Portraits by African-American male university students| A retrospective study. [Internet] [Thesis]. Loyola Marymount University; 2010. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412990.

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

Council of Science Editors:

Fissori L. Portraits by African-American male university students| A retrospective study. [Thesis]. Loyola Marymount University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412990

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

30. Boykin, Keyna Kirklen Cobb. Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California.

Degree: 2017, Pepperdine University

  Historically Black Colleges and Universities (HBCUs) were established with the main objective of identifying and empowering people of African descent. Over the years, these… (more)

Subjects/Keywords: African American studies; Education history; Higher education

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

APA (6th Edition):

Boykin, K. K. C. (2017). Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283861

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):

Boykin, Keyna Kirklen Cobb. “Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California.” 2017. Thesis, Pepperdine University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10283861.

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

MLA Handbook (7th Edition):

Boykin, Keyna Kirklen Cobb. “Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California.” 2017. Web. 23 Feb 2020.

Vancouver:

Boykin KKC. Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California. [Internet] [Thesis]. Pepperdine University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283861.

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

Council of Science Editors:

Boykin KKC. Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California. [Thesis]. Pepperdine University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283861

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

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