Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Black Doctoral Students). Showing records 1 – 14 of 14 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Texas State University – San Marcos

1. Jones, Shelia R. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

Black women have a long history of struggle in the United States, which Collins (2000) referred to as a legacy of struggle. Despite gaining access… (more)

Subjects/Keywords: Black females; Midlife females; Doctoral students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, S. R. (2017). Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7857

Chicago Manual of Style (16th Edition):

Jones, Shelia R. “Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed July 18, 2019. https://digital.library.txstate.edu/handle/10877/7857.

MLA Handbook (7th Edition):

Jones, Shelia R. “Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.” 2017. Web. 18 Jul 2019.

Vancouver:

Jones SR. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Jul 18]. Available from: https://digital.library.txstate.edu/handle/10877/7857.

Council of Science Editors:

Jones SR. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/7857


Louisiana State University

2. Barker, Marco Javon. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.

Degree: PhD, Education, 2010, Louisiana State University

 The purpose of this phenomenological study was to examine the role of race in cross-race advising relationships between White faculty advisors and their Black doctoral(more)

Subjects/Keywords: White faculty advisors; Black doctoral students; doctoral education; cross-race interactions; doctoral advising

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barker, M. J. (2010). Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170

Chicago Manual of Style (16th Edition):

Barker, Marco Javon. “Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.” 2010. Doctoral Dissertation, Louisiana State University. Accessed July 18, 2019. etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170.

MLA Handbook (7th Edition):

Barker, Marco Javon. “Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.” 2010. Web. 18 Jul 2019.

Vancouver:

Barker MJ. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Jul 18]. Available from: etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170.

Council of Science Editors:

Barker MJ. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170


North Carolina State University

3. Hall, Jodi Kristen. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT HALL, JODI. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Under the direction of Dr. Tuere Bowles.) Many… (more)

Subjects/Keywords: African American doctoral students; Black doctoral students; for-profit colleges; critical race theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hall, J. K. (2010). African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6211

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):

Hall, Jodi Kristen. “African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.” 2010. Thesis, North Carolina State University. Accessed July 18, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6211.

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

MLA Handbook (7th Edition):

Hall, Jodi Kristen. “African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.” 2010. Web. 18 Jul 2019.

Vancouver:

Hall JK. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Jul 18]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6211.

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

Council of Science Editors:

Hall JK. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6211

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


Georgia State University

4. Anderson, Steven. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.

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

  Numerous studies have found that stereotype threat can negatively affect academic performance, especially for Black students. However, studies have also shown that many African… (more)

Subjects/Keywords: Stereotype threat; stereotype management; Black doctoral students; Black doctoral music students; resilience; social identity; racial identity; music education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Anderson, S. (2018). A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/54

Chicago Manual of Style (16th Edition):

Anderson, Steven. “A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.” 2018. Doctoral Dissertation, Georgia State University. Accessed July 18, 2019. https://scholarworks.gsu.edu/mse_diss/54.

MLA Handbook (7th Edition):

Anderson, Steven. “A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.” 2018. Web. 18 Jul 2019.

Vancouver:

Anderson S. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jul 18]. Available from: https://scholarworks.gsu.edu/mse_diss/54.

Council of Science Editors:

Anderson S. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/54


University of Minnesota

5. Williams, Marcuetta D. HBCU vs. PWI: institutional integration at PWIs and Black doctoral student depression, anxiety, and stress.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 This study sought to explore the experiences of Black doctoral students at PWIs. Utilizing Tinto's (1975) theory of college student retention as a foundation, this… (more)

Subjects/Keywords: Anxiety; Black doctoral students; HBCU; Institutional integration; Stress; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, M. D. (2014). HBCU vs. PWI: institutional integration at PWIs and Black doctoral student depression, anxiety, and stress. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/167201

Chicago Manual of Style (16th Edition):

Williams, Marcuetta D. “HBCU vs. PWI: institutional integration at PWIs and Black doctoral student depression, anxiety, and stress.” 2014. Doctoral Dissertation, University of Minnesota. Accessed July 18, 2019. http://hdl.handle.net/11299/167201.

MLA Handbook (7th Edition):

Williams, Marcuetta D. “HBCU vs. PWI: institutional integration at PWIs and Black doctoral student depression, anxiety, and stress.” 2014. Web. 18 Jul 2019.

Vancouver:

Williams MD. HBCU vs. PWI: institutional integration at PWIs and Black doctoral student depression, anxiety, and stress. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/11299/167201.

Council of Science Editors:

Williams MD. HBCU vs. PWI: institutional integration at PWIs and Black doctoral student depression, anxiety, and stress. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/167201


University of Florida

6. Moore, Thomas E. A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 Academic advising in doctoral education is imperative for students to develop research skills and to fulfill programmatic benchmarks towards earning degree status. But in certain… (more)

Subjects/Keywords: Academic advising; African Americans; Bipolar disorder; College students; Doctoral students; Educational research; Graduate students; Higher education; Racism; Research universities; academic-advising  – black-doctoral-students  – college-of-education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moore, T. E. (2014). A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047061

Chicago Manual of Style (16th Edition):

Moore, Thomas E. “A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education.” 2014. Doctoral Dissertation, University of Florida. Accessed July 18, 2019. http://ufdc.ufl.edu/UFE0047061.

MLA Handbook (7th Edition):

Moore, Thomas E. “A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education.” 2014. Web. 18 Jul 2019.

Vancouver:

Moore TE. A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Jul 18]. Available from: http://ufdc.ufl.edu/UFE0047061.

Council of Science Editors:

Moore TE. A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047061


Clemson University

7. Preston, DeShawn C. Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs.

Degree: PhD, Educational Leadership, 2017, Clemson University

 The purpose of this multiple case study was to gain a more in-depth understanding of how Historically Black Colleges and Universities (HBCUs) serve as a… (more)

Subjects/Keywords: African American students; Community Cultural Wealth; Doctoral Degree; Historically Black College and Universities; STEM

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Preston, D. C. (2017). Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1931

Chicago Manual of Style (16th Edition):

Preston, DeShawn C. “Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs.” 2017. Doctoral Dissertation, Clemson University. Accessed July 18, 2019. https://tigerprints.clemson.edu/all_dissertations/1931.

MLA Handbook (7th Edition):

Preston, DeShawn C. “Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs.” 2017. Web. 18 Jul 2019.

Vancouver:

Preston DC. Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2019 Jul 18]. Available from: https://tigerprints.clemson.edu/all_dissertations/1931.

Council of Science Editors:

Preston DC. Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/1931


The Ohio State University

8. Shavers, Marjorie C. “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions.

Degree: PhD, EDU Physical Activity and Educational Services, 2010, The Ohio State University

 This qualitative study used Black Feminist Thought as the interpretive lens to investigate the perceptions and experiences of African American female doctoral students at predominately… (more)

Subjects/Keywords: Academic Guidance Counseling; African Americans; African American Studies; Counseling Education; Higher Education; Womens Studies; African American women; Black female students; doctoral students; African American doctoral students; Black female doctoral students; higher education; shifting

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shavers, M. C. (2010). “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572

Chicago Manual of Style (16th Edition):

Shavers, Marjorie C. ““I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions.” 2010. Doctoral Dissertation, The Ohio State University. Accessed July 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572.

MLA Handbook (7th Edition):

Shavers, Marjorie C. ““I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions.” 2010. Web. 18 Jul 2019.

Vancouver:

Shavers MC. “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Jul 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572.

Council of Science Editors:

Shavers MC. “I’m a Finisher. I Can’t Quit, Won’t Quit, Got to Get it Done”: Voices of African American Female Doctoral Students at Predominately White Institutions. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1291205572


University of Florida

9. Warford, John. Factors Influencing Research and Development Funding to Historically Black Colleges and Universities.

Degree: PhD, Geography, 2009, University of Florida

 This study is an analysis of geographic, economic, and institutional factors that effect the amounts of research and development dollars historically black colleges and universities… (more)

Subjects/Keywords: Academic achievement; Black colleges; College students; Colleges; Educational research; Funding; Higher education; Research and development; Research universities; Universities; agglomeration, black, colleges, degrees, development, doctoral, federal, hbcus, research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Warford, J. (2009). Factors Influencing Research and Development Funding to Historically Black Colleges and Universities. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041241

Chicago Manual of Style (16th Edition):

Warford, John. “Factors Influencing Research and Development Funding to Historically Black Colleges and Universities.” 2009. Doctoral Dissertation, University of Florida. Accessed July 18, 2019. http://ufdc.ufl.edu/UFE0041241.

MLA Handbook (7th Edition):

Warford, John. “Factors Influencing Research and Development Funding to Historically Black Colleges and Universities.” 2009. Web. 18 Jul 2019.

Vancouver:

Warford J. Factors Influencing Research and Development Funding to Historically Black Colleges and Universities. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Jul 18]. Available from: http://ufdc.ufl.edu/UFE0041241.

Council of Science Editors:

Warford J. Factors Influencing Research and Development Funding to Historically Black Colleges and Universities. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041241


University of North Texas

10. Garrett, Rodney Ulysses. The quality of the doctoral experience in education at Historically Black Colleges and Universities.

Degree: 2006, University of North Texas

 This study describes the experiences of doctoral students in education at Historically Black Colleges and Universities (HBCUs). The study focused only on the 14 HBCUs… (more)

Subjects/Keywords: African American universities and colleges.; African Americans  – Education (Graduate); African American graduate students.; Education  – Study and teaching (Graduate); HBCUs; doctoral students; minority doctoral students; Black doctoral students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garrett, R. U. (2006). The quality of the doctoral experience in education at Historically Black Colleges and Universities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5278/

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):

Garrett, Rodney Ulysses. “The quality of the doctoral experience in education at Historically Black Colleges and Universities.” 2006. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc5278/.

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

MLA Handbook (7th Edition):

Garrett, Rodney Ulysses. “The quality of the doctoral experience in education at Historically Black Colleges and Universities.” 2006. Web. 18 Jul 2019.

Vancouver:

Garrett RU. The quality of the doctoral experience in education at Historically Black Colleges and Universities. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5278/.

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

Council of Science Editors:

Garrett RU. The quality of the doctoral experience in education at Historically Black Colleges and Universities. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5278/

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

11. Mitchell, Ariel Encalade. The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2014, University of New Orleans

  This qualitative phenomenological research study explored the role balance experience of five Black female counselor education doctoral students who were balancing education, full-time employment,… (more)

Subjects/Keywords: role balance; Black female doctoral students; Counselor Education

…experience of five Black female counselor education doctoral students who were balancing education… …of Black female counselor education doctoral students maintaining full-time employment and… …the researcher were provided. x Keywords: Role balance, Black female doctoral students… …investigating the role balance experience of Black female doctoral students are explained and relevant… …x28;2006) research study was: “How do Black female doctoral students manage to maintain… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mitchell, A. E. (2014). The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1933

Chicago Manual of Style (16th Edition):

Mitchell, Ariel Encalade. “The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships.” 2014. Doctoral Dissertation, University of New Orleans. Accessed July 18, 2019. https://scholarworks.uno.edu/td/1933.

MLA Handbook (7th Edition):

Mitchell, Ariel Encalade. “The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships.” 2014. Web. 18 Jul 2019.

Vancouver:

Mitchell AE. The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships. [Internet] [Doctoral dissertation]. University of New Orleans; 2014. [cited 2019 Jul 18]. Available from: https://scholarworks.uno.edu/td/1933.

Council of Science Editors:

Mitchell AE. The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships. [Doctoral Dissertation]. University of New Orleans; 2014. Available from: https://scholarworks.uno.edu/td/1933

12. Johnson, Christopher Oliver. Negotiating black male identity while navigating predominately white institutions.

Degree: PhD, Educational Psychology, 2016, University of Georgia

 The purpose of this Q methodology study was to examine the effective strategies and behaviors Black male doctoral students use to manage their interracial interaction… (more)

Subjects/Keywords: Black male doctoral students; racial identity; interracial interactions; co-cultural theory; predominately white institutions (PWI’s)

…the experiences of Black male doctoral students at Predominately White Institutions (… …study attempted to identify the communication strategies Black male doctoral students employ… …for Black graduate or doctoral students may be a 2 reflection of the student’s… …professors and the Black doctoral students can create a poor or negative relationship. Similar to… …the interpersonal contexts within Black male doctoral students’ experienced difficulties… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, C. O. (2016). Negotiating black male identity while navigating predominately white institutions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd

Chicago Manual of Style (16th Edition):

Johnson, Christopher Oliver. “Negotiating black male identity while navigating predominately white institutions.” 2016. Doctoral Dissertation, University of Georgia. Accessed July 18, 2019. http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd.

MLA Handbook (7th Edition):

Johnson, Christopher Oliver. “Negotiating black male identity while navigating predominately white institutions.” 2016. Web. 18 Jul 2019.

Vancouver:

Johnson CO. Negotiating black male identity while navigating predominately white institutions. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Jul 18]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd.

Council of Science Editors:

Johnson CO. Negotiating black male identity while navigating predominately white institutions. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd

13. Stewart, Ashley Estelle. The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress.

Degree: PhD, Social Work, 2019, The Ohio State University

 This study documented the similarities and differences in the experiences of Black doctoral students with racism and RBTS. For this study, the researcher focused on… (more)

Subjects/Keywords: African American Studies; African Americans; Black Studies; Black History; Education; Education Policy; Educational Psychology; Higher Education; Higher Education Administration; Legal Studies; Public Policy; Social Work; Sociology; Social Psychology; Teaching; Teacher Education; Black Doctoral Students; Institutional Racism; Policy; Higher Education; Qualitative; Phenomenological; Black PhD, Black Doctoral Candidate; Race-Based Stress; Social Work; Racism; Microaggressions; Interpersonal Racism; Traumatic Stress; Ecological

…19 Studies Concerning Black Doctoral Students and Racism on Campuses ................. 23… …the compounding experiences of Black doctoral students is important, as racism can lead to… …by Black doctoral students at a predominately White institution of higher education (… …Black doctoral students’ lived experiences with racism in society at large and on college… …commonalities and differences in Black or African American doctoral students’ interpretations of their… 

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stewart, A. E. (2019). The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271

Chicago Manual of Style (16th Edition):

Stewart, Ashley Estelle. “The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress.” 2019. Doctoral Dissertation, The Ohio State University. Accessed July 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.

MLA Handbook (7th Edition):

Stewart, Ashley Estelle. “The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress.” 2019. Web. 18 Jul 2019.

Vancouver:

Stewart AE. The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2019 Jul 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.

Council of Science Editors:

Stewart AE. The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271


University of Illinois – Urbana-Champaign

14. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 18, 2019. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 18 Jul 2019.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402

.