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You searched for subject:(Afrocentrism United States). Showing records 1 – 7 of 7 total matches.

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University of North Carolina – Greensboro

1. Albritton, Travis J. What does it mean to be smart: Black male perspectives on school and academic achievement.

Degree: 2015, University of North Carolina – Greensboro

 This dissertation uses both critical race theory and Afrocentricity to examine Black male students’ understanding of what it means to be “smart.” Through the use… (more)

Subjects/Keywords: African American high school students – United States – Attitudes; African American young men – Education (Secondary) – United States; African American high school students – United States – Social conditions; Academic achievement – Social aspects – United States; Stereotypes (Social psychology) – United States; Afrocentrism – United States; Critical pedagogy – United States

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APA (6th Edition):

Albritton, T. J. (2015). What does it mean to be smart: Black male perspectives on school and academic achievement. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18860

Chicago Manual of Style (16th Edition):

Albritton, Travis J. “What does it mean to be smart: Black male perspectives on school and academic achievement.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18860.

MLA Handbook (7th Edition):

Albritton, Travis J. “What does it mean to be smart: Black male perspectives on school and academic achievement.” 2015. Web. 22 Sep 2019.

Vancouver:

Albritton TJ. What does it mean to be smart: Black male perspectives on school and academic achievement. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Sep 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18860.

Council of Science Editors:

Albritton TJ. What does it mean to be smart: Black male perspectives on school and academic achievement. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18860


University of Arkansas

2. Treat, John D. Initiating Race: Fraternal Organizations, Racial Identity, and Public Discourse in American Culture, 1865-1917.

Degree: PhD, 2016, University of Arkansas

  Drawing on ritual books, organizational records, newspaper accounts, and the data available from cemetery headstones and census records, this work argues that adult fraternal… (more)

Subjects/Keywords: Philosophy; religion and theology; Social sciences; African-American organizations; Afrocentrism; Civic discourse; Fraternal organizations; Racial identity; African American Studies; Cultural History; History of Religion; United States History

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APA (6th Edition):

Treat, J. D. (2016). Initiating Race: Fraternal Organizations, Racial Identity, and Public Discourse in American Culture, 1865-1917. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1773

Chicago Manual of Style (16th Edition):

Treat, John D. “Initiating Race: Fraternal Organizations, Racial Identity, and Public Discourse in American Culture, 1865-1917.” 2016. Doctoral Dissertation, University of Arkansas. Accessed September 22, 2019. https://scholarworks.uark.edu/etd/1773.

MLA Handbook (7th Edition):

Treat, John D. “Initiating Race: Fraternal Organizations, Racial Identity, and Public Discourse in American Culture, 1865-1917.” 2016. Web. 22 Sep 2019.

Vancouver:

Treat JD. Initiating Race: Fraternal Organizations, Racial Identity, and Public Discourse in American Culture, 1865-1917. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.uark.edu/etd/1773.

Council of Science Editors:

Treat JD. Initiating Race: Fraternal Organizations, Racial Identity, and Public Discourse in American Culture, 1865-1917. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1773


Michigan State University

3. Woods, Whitney L. (Whitney Laurence). Academic and social missions and the seven principles of an African-centered education in Michigan's postsecondary African-American history classes.

Degree: PhD, Department of Educational Administration, 1996, Michigan State University

Subjects/Keywords: African American college teachers – Michigan; Afrocentrism – Study and teaching – United States

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APA (6th Edition):

Woods, W. L. (. L. (1996). Academic and social missions and the seven principles of an African-centered education in Michigan's postsecondary African-American history classes. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6633

Chicago Manual of Style (16th Edition):

Woods, Whitney L (Whitney Laurence). “Academic and social missions and the seven principles of an African-centered education in Michigan's postsecondary African-American history classes.” 1996. Doctoral Dissertation, Michigan State University. Accessed September 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:6633.

MLA Handbook (7th Edition):

Woods, Whitney L (Whitney Laurence). “Academic and social missions and the seven principles of an African-centered education in Michigan's postsecondary African-American history classes.” 1996. Web. 22 Sep 2019.

Vancouver:

Woods WL(L. Academic and social missions and the seven principles of an African-centered education in Michigan's postsecondary African-American history classes. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Sep 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6633.

Council of Science Editors:

Woods WL(L. Academic and social missions and the seven principles of an African-centered education in Michigan's postsecondary African-American history classes. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:6633


Florida Atlantic University

4. Weaver, Tressey. Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.

Degree: PhD, 2009, Florida Atlantic University

Summary: The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African… (more)

Subjects/Keywords: Educational leadership – United States; Critical pedagogy; African American children – Education; Afrocentrism – Study and teaching – United States; Educational equalization – United States

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APA (6th Edition):

Weaver, T. (2009). Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/215296

Chicago Manual of Style (16th Edition):

Weaver, Tressey. “Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.” 2009. Doctoral Dissertation, Florida Atlantic University. Accessed September 22, 2019. http://purl.flvc.org/FAU/215296.

MLA Handbook (7th Edition):

Weaver, Tressey. “Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.” 2009. Web. 22 Sep 2019.

Vancouver:

Weaver T. Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2009. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/FAU/215296.

Council of Science Editors:

Weaver T. Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools. [Doctoral Dissertation]. Florida Atlantic University; 2009. Available from: http://purl.flvc.org/FAU/215296


Michigan State University

5. Piert, Joyce Hafeeza. SBA (teaching, wisdom, and study) : an exploration of the experiences of African American young people who attended an African centered school.

Degree: PhD, Department of Educational Administration, 2006, Michigan State University

Subjects/Keywords: Afrocentrism – Study and teaching – United States; African Americans – Education – Social aspects; African Americans – Race identity; African American students

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APA (6th Edition):

Piert, J. H. (2006). SBA (teaching, wisdom, and study) : an exploration of the experiences of African American young people who attended an African centered school. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:37991

Chicago Manual of Style (16th Edition):

Piert, Joyce Hafeeza. “SBA (teaching, wisdom, and study) : an exploration of the experiences of African American young people who attended an African centered school.” 2006. Doctoral Dissertation, Michigan State University. Accessed September 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:37991.

MLA Handbook (7th Edition):

Piert, Joyce Hafeeza. “SBA (teaching, wisdom, and study) : an exploration of the experiences of African American young people who attended an African centered school.” 2006. Web. 22 Sep 2019.

Vancouver:

Piert JH. SBA (teaching, wisdom, and study) : an exploration of the experiences of African American young people who attended an African centered school. [Internet] [Doctoral dissertation]. Michigan State University; 2006. [cited 2019 Sep 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:37991.

Council of Science Editors:

Piert JH. SBA (teaching, wisdom, and study) : an exploration of the experiences of African American young people who attended an African centered school. [Doctoral Dissertation]. Michigan State University; 2006. Available from: http://etd.lib.msu.edu/islandora/object/etd:37991


Michigan State University

6. Kelly, Shalonda. The effects of racial issues on black couple relationships.

Degree: PhD, Department of Psychology and Urban Studies, 1998, Michigan State University

Subjects/Keywords: Couples – Attitudes; African Americans – Race identity – Sex differences; Afrocentrism – United States – Psychological aspects; Man-woman relationships – United States; Spouses – Attitudes; Marriage and spiritualism; Self-acceptance – Sex differences

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APA (6th Edition):

Kelly, S. (1998). The effects of racial issues on black couple relationships. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27597

Chicago Manual of Style (16th Edition):

Kelly, Shalonda. “The effects of racial issues on black couple relationships.” 1998. Doctoral Dissertation, Michigan State University. Accessed September 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:27597.

MLA Handbook (7th Edition):

Kelly, Shalonda. “The effects of racial issues on black couple relationships.” 1998. Web. 22 Sep 2019.

Vancouver:

Kelly S. The effects of racial issues on black couple relationships. [Internet] [Doctoral dissertation]. Michigan State University; 1998. [cited 2019 Sep 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27597.

Council of Science Editors:

Kelly S. The effects of racial issues on black couple relationships. [Doctoral Dissertation]. Michigan State University; 1998. Available from: http://etd.lib.msu.edu/islandora/object/etd:27597


Michigan State University

7. Lewis, Kelly Michelle. Education for liberation : promoting African American well-being through a school-based emancipatory intervention.

Degree: PhD, Department of Psychology, 2004, Michigan State University

Subjects/Keywords: African American students – Education – Aims and objectives; African American students – Psychology; African American teenagers – Education – Aims and objectives; African American teenagers – Psychology; Afrocentrism; Blacks – Race identity – United States; Educational anthropology – United States

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APA (6th Edition):

Lewis, K. M. (2004). Education for liberation : promoting African American well-being through a school-based emancipatory intervention. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:32808

Chicago Manual of Style (16th Edition):

Lewis, Kelly Michelle. “Education for liberation : promoting African American well-being through a school-based emancipatory intervention.” 2004. Doctoral Dissertation, Michigan State University. Accessed September 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:32808.

MLA Handbook (7th Edition):

Lewis, Kelly Michelle. “Education for liberation : promoting African American well-being through a school-based emancipatory intervention.” 2004. Web. 22 Sep 2019.

Vancouver:

Lewis KM. Education for liberation : promoting African American well-being through a school-based emancipatory intervention. [Internet] [Doctoral dissertation]. Michigan State University; 2004. [cited 2019 Sep 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:32808.

Council of Science Editors:

Lewis KM. Education for liberation : promoting African American well-being through a school-based emancipatory intervention. [Doctoral Dissertation]. Michigan State University; 2004. Available from: http://etd.lib.msu.edu/islandora/object/etd:32808

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