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 Women administrators). Showing records 1 – 11 of 11 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Louisiana State University

1. Smith, Allison Michelle. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.

Degree: PhD, Education, 2016, Louisiana State University

 In choosing to look at the impact of white racially homogeneous work environments, if any, in relation to Black women higher education administrators, this research… (more)

Subjects/Keywords: Black Girl Magic; higher education; higher education administration; PWI; predominantly White institution; retention; Black Girls are Magic; Black Girls Rock; Black Women; Black Women administrators; Black female administrators; Black female

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Smith, A. M. (2016). Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

Chicago Manual of Style (16th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Doctoral Dissertation, Louisiana State University. Accessed January 25, 2021. etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

MLA Handbook (7th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Web. 25 Jan 2021.

Vancouver:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2021 Jan 25]. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

Council of Science Editors:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

2. Wiggins, Tiffany Shawna. An Interpretative Phenomenological Analysis of the Lived Experiences and Mentoring Relationships of Black Women Student Affairs Administrators.

Degree: PhD, Educ Foundations & Leadership, 2017, Old Dominion University

  Contemporary literature regarding the experiences of Black women in higher education administration is scarce, and that which does exist, often focuses on those who… (more)

Subjects/Keywords: Black women; College administrators; Mentoring; Student affairs; Women; Higher Education; Higher Education Administration; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wiggins, T. S. (2017). An Interpretative Phenomenological Analysis of the Lived Experiences and Mentoring Relationships of Black Women Student Affairs Administrators. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355806618 ; https://digitalcommons.odu.edu/efl_etds/53

Chicago Manual of Style (16th Edition):

Wiggins, Tiffany Shawna. “An Interpretative Phenomenological Analysis of the Lived Experiences and Mentoring Relationships of Black Women Student Affairs Administrators.” 2017. Doctoral Dissertation, Old Dominion University. Accessed January 25, 2021. 9780355806618 ; https://digitalcommons.odu.edu/efl_etds/53.

MLA Handbook (7th Edition):

Wiggins, Tiffany Shawna. “An Interpretative Phenomenological Analysis of the Lived Experiences and Mentoring Relationships of Black Women Student Affairs Administrators.” 2017. Web. 25 Jan 2021.

Vancouver:

Wiggins TS. An Interpretative Phenomenological Analysis of the Lived Experiences and Mentoring Relationships of Black Women Student Affairs Administrators. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2021 Jan 25]. Available from: 9780355806618 ; https://digitalcommons.odu.edu/efl_etds/53.

Council of Science Editors:

Wiggins TS. An Interpretative Phenomenological Analysis of the Lived Experiences and Mentoring Relationships of Black Women Student Affairs Administrators. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355806618 ; https://digitalcommons.odu.edu/efl_etds/53


University of Georgia

3. Jackson-Truitt, Tia L. Voices from the margin.

Degree: 2016, University of Georgia

 This study is a phenomenological inquiry of the experiences of Black women administrators who provide recruitment and retention programs for students of color in STEM… (more)

Subjects/Keywords: Black women administrators; STEM; African American women; education; PWIs; Marginalization; Predominantly White institutions; Higher education; Academia; Phenomenology; Black feminist thought; BFT

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jackson-Truitt, T. L. (2016). Voices from the margin. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36187

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):

Jackson-Truitt, Tia L. “Voices from the margin.” 2016. Thesis, University of Georgia. Accessed January 25, 2021. http://hdl.handle.net/10724/36187.

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

MLA Handbook (7th Edition):

Jackson-Truitt, Tia L. “Voices from the margin.” 2016. Web. 25 Jan 2021.

Vancouver:

Jackson-Truitt TL. Voices from the margin. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/10724/36187.

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

Council of Science Editors:

Jackson-Truitt TL. Voices from the margin. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36187

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


Northeastern University

4. Munden, Shakira D. Starting at the top: increasing African American female representation at higher education administration in the United States.

Degree: EdD, School of Education, 2015, Northeastern University

 The answer towards increasing the presence of African American women in administrative and leadership positions is embedded within the complex organizational dynamics and social cultural… (more)

Subjects/Keywords: black feminism; black women; higher education; white male gateway; African American women college administrators; African American leadership; School of Education; Transformational leadership; Feminism; African American women; Social aspects

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Munden, S. D. (2015). Starting at the top: increasing African American female representation at higher education administration in the United States. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194082

Chicago Manual of Style (16th Edition):

Munden, Shakira D. “Starting at the top: increasing African American female representation at higher education administration in the United States.” 2015. Doctoral Dissertation, Northeastern University. Accessed January 25, 2021. http://hdl.handle.net/2047/D20194082.

MLA Handbook (7th Edition):

Munden, Shakira D. “Starting at the top: increasing African American female representation at higher education administration in the United States.” 2015. Web. 25 Jan 2021.

Vancouver:

Munden SD. Starting at the top: increasing African American female representation at higher education administration in the United States. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/2047/D20194082.

Council of Science Editors:

Munden SD. Starting at the top: increasing African American female representation at higher education administration in the United States. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194082

5. Chatman, Cheryl Troutman. Personal perspectives of major factors that influenced the educational, personal and professional development of senior-level black women administrators in higher education : implications for future black women administrators.

Degree: 1991, NC Docks

 Personal interviews were used to explore the educational, personal and professional experiences of 14 senior-level black women administrators in higher education. Positions held by these… (more)

Subjects/Keywords: Women college administrators; Women educators; Women in education; Women, Black

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chatman, C. T. (1991). Personal perspectives of major factors that influenced the educational, personal and professional development of senior-level black women administrators in higher education : implications for future black women administrators. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Chatman_uncg_9204423.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):

Chatman, Cheryl Troutman. “Personal perspectives of major factors that influenced the educational, personal and professional development of senior-level black women administrators in higher education : implications for future black women administrators.” 1991. Thesis, NC Docks. Accessed January 25, 2021. http://libres.uncg.edu/ir/uncg/f/Chatman_uncg_9204423.pdf.

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

MLA Handbook (7th Edition):

Chatman, Cheryl Troutman. “Personal perspectives of major factors that influenced the educational, personal and professional development of senior-level black women administrators in higher education : implications for future black women administrators.” 1991. Web. 25 Jan 2021.

Vancouver:

Chatman CT. Personal perspectives of major factors that influenced the educational, personal and professional development of senior-level black women administrators in higher education : implications for future black women administrators. [Internet] [Thesis]. NC Docks; 1991. [cited 2021 Jan 25]. Available from: http://libres.uncg.edu/ir/uncg/f/Chatman_uncg_9204423.pdf.

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

Council of Science Editors:

Chatman CT. Personal perspectives of major factors that influenced the educational, personal and professional development of senior-level black women administrators in higher education : implications for future black women administrators. [Thesis]. NC Docks; 1991. Available from: http://libres.uncg.edu/ir/uncg/f/Chatman_uncg_9204423.pdf

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


Michigan State University

6. Stanley, Darrius A. Black female teachers' presence, perseverance, and promise : how educational leaders can combat teacher turnover trends.

Degree: 2018, Michigan State University

Thesis Ph. D. Michigan State University. K-12 Educational Administration 2018

This dissertation explores the depth of the Black educator turnover problem in today’s public schools.… (more)

Subjects/Keywords: Women teachers, Black – United States – Case studies; Teacher turnover – United States – Case studies; Intersectionality (Sociology) – United States – Case studies; School administrators – United States – Case studies; Women teachers, Black; Teacher turnover; School administrators; Intersectionality (Sociology); Educational administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stanley, D. A. (2018). Black female teachers' presence, perseverance, and promise : how educational leaders can combat teacher turnover trends. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:19266

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):

Stanley, Darrius A. “Black female teachers' presence, perseverance, and promise : how educational leaders can combat teacher turnover trends.” 2018. Thesis, Michigan State University. Accessed January 25, 2021. http://etd.lib.msu.edu/islandora/object/etd:19266.

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

MLA Handbook (7th Edition):

Stanley, Darrius A. “Black female teachers' presence, perseverance, and promise : how educational leaders can combat teacher turnover trends.” 2018. Web. 25 Jan 2021.

Vancouver:

Stanley DA. Black female teachers' presence, perseverance, and promise : how educational leaders can combat teacher turnover trends. [Internet] [Thesis]. Michigan State University; 2018. [cited 2021 Jan 25]. Available from: http://etd.lib.msu.edu/islandora/object/etd:19266.

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

Council of Science Editors:

Stanley DA. Black female teachers' presence, perseverance, and promise : how educational leaders can combat teacher turnover trends. [Thesis]. Michigan State University; 2018. Available from: http://etd.lib.msu.edu/islandora/object/etd:19266

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


Louisiana State University

7. Becks-Moody, Germaine Monquenette. African American women administrators in higher education: exploring the challenges and experiences at Louisiana public colleges and universities.

Degree: PhD, Education, 2004, Louisiana State University

 This study explores the challenges that African American women administrators experience as professionals in public institutions of higher education and the strategies they employ to… (more)

Subjects/Keywords: administration; black women administrators; black feminism; isolation; tokenism; underrepresentation; higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Becks-Moody, G. M. (2004). African American women administrators in higher education: exploring the challenges and experiences at Louisiana public colleges and universities. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10222004-111952 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2074

Chicago Manual of Style (16th Edition):

Becks-Moody, Germaine Monquenette. “African American women administrators in higher education: exploring the challenges and experiences at Louisiana public colleges and universities.” 2004. Doctoral Dissertation, Louisiana State University. Accessed January 25, 2021. etd-10222004-111952 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2074.

MLA Handbook (7th Edition):

Becks-Moody, Germaine Monquenette. “African American women administrators in higher education: exploring the challenges and experiences at Louisiana public colleges and universities.” 2004. Web. 25 Jan 2021.

Vancouver:

Becks-Moody GM. African American women administrators in higher education: exploring the challenges and experiences at Louisiana public colleges and universities. [Internet] [Doctoral dissertation]. Louisiana State University; 2004. [cited 2021 Jan 25]. Available from: etd-10222004-111952 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2074.

Council of Science Editors:

Becks-Moody GM. African American women administrators in higher education: exploring the challenges and experiences at Louisiana public colleges and universities. [Doctoral Dissertation]. Louisiana State University; 2004. Available from: etd-10222004-111952 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2074


Georgia Southern University

8. Muldrow, Marian. An Exploration of the Impostor Phenomenon and its Impact on Black Women Administrators in Higher Education in the South.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University

  Numerous studies document Black student and faculty underrepresentation in higher education and the obstacles blocking their access to the classroom either as students or… (more)

Subjects/Keywords: Narrative inquiry; Impostor phenomenon; Black feminist thought; Black women; Higher education; Administrators; Bilingual, Multilingual, and Multicultural Education; Community College Education Administration; Community College Leadership; Educational Leadership; Higher Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Muldrow, M. (2016). An Exploration of the Impostor Phenomenon and its Impact on Black Women Administrators in Higher Education in the South. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1502

Chicago Manual of Style (16th Edition):

Muldrow, Marian. “An Exploration of the Impostor Phenomenon and its Impact on Black Women Administrators in Higher Education in the South.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed January 25, 2021. https://digitalcommons.georgiasouthern.edu/etd/1502.

MLA Handbook (7th Edition):

Muldrow, Marian. “An Exploration of the Impostor Phenomenon and its Impact on Black Women Administrators in Higher Education in the South.” 2016. Web. 25 Jan 2021.

Vancouver:

Muldrow M. An Exploration of the Impostor Phenomenon and its Impact on Black Women Administrators in Higher Education in the South. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2021 Jan 25]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1502.

Council of Science Editors:

Muldrow M. An Exploration of the Impostor Phenomenon and its Impact on Black Women Administrators in Higher Education in the South. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1502


University of Oklahoma

9. Leggett, Allyson Rene. Emerging leadership among African American female educators.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2002, University of Oklahoma

 The phenomenological method of qualitative research allowed me to interview five African-American female teachers to find out why they want to go into administration. Through… (more)

Subjects/Keywords: African American women school administrators Case studies.; Education, Administration.; Women's Studies.; Sociology, Individual and Family Studies.; Black Studies.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Leggett, A. R. (2002). Emerging leadership among African American female educators. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/474

Chicago Manual of Style (16th Edition):

Leggett, Allyson Rene. “Emerging leadership among African American female educators.” 2002. Doctoral Dissertation, University of Oklahoma. Accessed January 25, 2021. http://hdl.handle.net/11244/474.

MLA Handbook (7th Edition):

Leggett, Allyson Rene. “Emerging leadership among African American female educators.” 2002. Web. 25 Jan 2021.

Vancouver:

Leggett AR. Emerging leadership among African American female educators. [Internet] [Doctoral dissertation]. University of Oklahoma; 2002. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/11244/474.

Council of Science Editors:

Leggett AR. Emerging leadership among African American female educators. [Doctoral Dissertation]. University of Oklahoma; 2002. Available from: http://hdl.handle.net/11244/474


University of Dayton

10. Graham, Daria-Yvonne J. Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs.

Degree: PhD, Educational Leadership, 2018, University of Dayton

 Little research exists that centers the experiences of African American women student affairs administrators in higher education. The challenges and barriers that exist for African… (more)

Subjects/Keywords: African American Studies; African Americans; African History; African Studies; American History; Black History; Black Studies; Education; Education History; Educational Leadership; Educational Sociology; Educational Evaluation; Educational Theory; Epistemology; Ethnic Studies; Gender Studies; Gender; Higher Education; Higher Education Administration; Minority and Ethnic Groups; Multicultural Education; Organizational Behavior; critical race theory; Black Feminist Thought; student affairs; Black women; administrators; leadership; Servant Leadership Theory; servant leadership; decenter; standpoint; standpoint theory; leadership development; intersectionality; race; social justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Graham, D. J. (2018). Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058

Chicago Manual of Style (16th Edition):

Graham, Daria-Yvonne J. “Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs.” 2018. Doctoral Dissertation, University of Dayton. Accessed January 25, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.

MLA Handbook (7th Edition):

Graham, Daria-Yvonne J. “Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs.” 2018. Web. 25 Jan 2021.

Vancouver:

Graham DJ. Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs. [Internet] [Doctoral dissertation]. University of Dayton; 2018. [cited 2021 Jan 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.

Council of Science Editors:

Graham DJ. Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs. [Doctoral Dissertation]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058


Seton Hall University

11. Toy, Tasha Chantey. The Self-Perceived Leadership Style and Comprehensive Profile of African-American women in the Role of President at Four-year Historically Black Colleges and Universities (HB CUs) in the United States.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2007, Seton Hall University

. Advisors/Committee Members: Joseph Stetar, John Collins, Bernice Bass de Martinez.

Subjects/Keywords: Social sciences; Education; Higher education; Minority studies; Gender studies; Minority institutions (HBCUs); Bolman and Deal leadership; African American; College presidents; Leadership; Historically Black; Women administrators; African American Studies; Educational Administration and Supervision; Higher Education; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Toy, T. C. (2007). The Self-Perceived Leadership Style and Comprehensive Profile of African-American women in the Role of President at Four-year Historically Black Colleges and Universities (HB CUs) in the United States. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1709

Chicago Manual of Style (16th Edition):

Toy, Tasha Chantey. “The Self-Perceived Leadership Style and Comprehensive Profile of African-American women in the Role of President at Four-year Historically Black Colleges and Universities (HB CUs) in the United States.” 2007. Doctoral Dissertation, Seton Hall University. Accessed January 25, 2021. https://scholarship.shu.edu/dissertations/1709.

MLA Handbook (7th Edition):

Toy, Tasha Chantey. “The Self-Perceived Leadership Style and Comprehensive Profile of African-American women in the Role of President at Four-year Historically Black Colleges and Universities (HB CUs) in the United States.” 2007. Web. 25 Jan 2021.

Vancouver:

Toy TC. The Self-Perceived Leadership Style and Comprehensive Profile of African-American women in the Role of President at Four-year Historically Black Colleges and Universities (HB CUs) in the United States. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2021 Jan 25]. Available from: https://scholarship.shu.edu/dissertations/1709.

Council of Science Editors:

Toy TC. The Self-Perceived Leadership Style and Comprehensive Profile of African-American women in the Role of President at Four-year Historically Black Colleges and Universities (HB CUs) in the United States. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: https://scholarship.shu.edu/dissertations/1709

.