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You searched for subject:(Black feminist thought). Showing records 1 – 30 of 56 total matches.

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Colorado State University

1. Goepfert, Ava. Colorblind love and Black love on purpose : Black feminist thought, casting, and the invisibility/visibility of Black womanhood on television.

Degree: MA, Communication Studies, 2018, Colorado State University

 This thesis interrogates the representations of Black womanhood on television by investigating the production context and text of two contemporary television shows. Both case studies… (more)

Subjects/Keywords: casting; television; colorblind; Black feminist thought

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APA (6th Edition):

Goepfert, A. (2018). Colorblind love and Black love on purpose : Black feminist thought, casting, and the invisibility/visibility of Black womanhood on television. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/189364

Chicago Manual of Style (16th Edition):

Goepfert, Ava. “Colorblind love and Black love on purpose : Black feminist thought, casting, and the invisibility/visibility of Black womanhood on television.” 2018. Masters Thesis, Colorado State University. Accessed June 16, 2019. http://hdl.handle.net/10217/189364.

MLA Handbook (7th Edition):

Goepfert, Ava. “Colorblind love and Black love on purpose : Black feminist thought, casting, and the invisibility/visibility of Black womanhood on television.” 2018. Web. 16 Jun 2019.

Vancouver:

Goepfert A. Colorblind love and Black love on purpose : Black feminist thought, casting, and the invisibility/visibility of Black womanhood on television. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10217/189364.

Council of Science Editors:

Goepfert A. Colorblind love and Black love on purpose : Black feminist thought, casting, and the invisibility/visibility of Black womanhood on television. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/189364


Indiana University

2. Shabazz, Khalilah Annette. Black women, White campus: Students living through invisibility.

Degree: 2015, Indiana University

 The purpose of this study was to explore the experiences of African American female students at predominantly White institutions (PWI's), with emphasis on their perception… (more)

Subjects/Keywords: Black; Black Feminist Thought; Female; Intersectionality; Predominantly White institution; Retention

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APA (6th Edition):

Shabazz, K. A. (2015). Black women, White campus: Students living through invisibility. (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/19819

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):

Shabazz, Khalilah Annette. “Black women, White campus: Students living through invisibility. ” 2015. Thesis, Indiana University. Accessed June 16, 2019. http://hdl.handle.net/2022/19819.

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

MLA Handbook (7th Edition):

Shabazz, Khalilah Annette. “Black women, White campus: Students living through invisibility. ” 2015. Web. 16 Jun 2019.

Vancouver:

Shabazz KA. Black women, White campus: Students living through invisibility. [Internet] [Thesis]. Indiana University; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2022/19819.

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

Council of Science Editors:

Shabazz KA. Black women, White campus: Students living through invisibility. [Thesis]. Indiana University; 2015. Available from: http://hdl.handle.net/2022/19819

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


Texas A&M University

3. Kelly, Brandy Nicolle. Ripples of Hope: Women of African Descent Emerging into Adulthood and the Performance of Hope.

Degree: 2013, Texas A&M University

 Ripples of Hope is a transdisciplinary project combining the social and political history of leisure, Black feminist/womanist thought, and performance and youth development theories. This… (more)

Subjects/Keywords: hope; Black feminist thought; emergent youth; ethnodrama; photovoice

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APA (6th Edition):

Kelly, B. N. (2013). Ripples of Hope: Women of African Descent Emerging into Adulthood and the Performance of Hope. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149629

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):

Kelly, Brandy Nicolle. “Ripples of Hope: Women of African Descent Emerging into Adulthood and the Performance of Hope.” 2013. Thesis, Texas A&M University. Accessed June 16, 2019. http://hdl.handle.net/1969.1/149629.

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

MLA Handbook (7th Edition):

Kelly, Brandy Nicolle. “Ripples of Hope: Women of African Descent Emerging into Adulthood and the Performance of Hope.” 2013. Web. 16 Jun 2019.

Vancouver:

Kelly BN. Ripples of Hope: Women of African Descent Emerging into Adulthood and the Performance of Hope. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1969.1/149629.

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

Council of Science Editors:

Kelly BN. Ripples of Hope: Women of African Descent Emerging into Adulthood and the Performance of Hope. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149629

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


California State University – Sacramento

4. Brumfield, Shanell Latrice. Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students.

Degree: MA, Education (Behavioral Sciences/Gender Equity Studies, 2010, California State University – Sacramento

 This study examines the effects of intersection of race, class, and gender on the educational experiences of African American female students. Many community forces affect… (more)

Subjects/Keywords: African American female students; Academic achievement; Black feminist thought; Gender bias

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APA (6th Edition):

Brumfield, S. L. (2010). Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/615

Chicago Manual of Style (16th Edition):

Brumfield, Shanell Latrice. “Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 16, 2019. http://hdl.handle.net/10211.9/615.

MLA Handbook (7th Edition):

Brumfield, Shanell Latrice. “Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students.” 2010. Web. 16 Jun 2019.

Vancouver:

Brumfield SL. Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10211.9/615.

Council of Science Editors:

Brumfield SL. Navigating through academia: an examination of the effects of race, class, and gender on the academic achievement of African American female students. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/615


Georgia State University

5. Tillman, Danielle L. Un-Fairytales: Realism and Black Feminist Rhetoric in the Works of Jessie Fauset.

Degree: MA, English, 2010, Georgia State University

  I am baffled each time someone asks me, “Who is Jessie Fauset?” As I delved into critical work written on Fauset, I found her… (more)

Subjects/Keywords: Jessie Fauset; Harlem Renaissance; Black Feminist Thought; Feminist Rhetoric; Feminist Theory; Gender; English Language and Literature

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APA (6th Edition):

Tillman, D. L. (2010). Un-Fairytales: Realism and Black Feminist Rhetoric in the Works of Jessie Fauset. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_theses/91

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):

Tillman, Danielle L. “Un-Fairytales: Realism and Black Feminist Rhetoric in the Works of Jessie Fauset.” 2010. Thesis, Georgia State University. Accessed June 16, 2019. https://scholarworks.gsu.edu/english_theses/91.

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

MLA Handbook (7th Edition):

Tillman, Danielle L. “Un-Fairytales: Realism and Black Feminist Rhetoric in the Works of Jessie Fauset.” 2010. Web. 16 Jun 2019.

Vancouver:

Tillman DL. Un-Fairytales: Realism and Black Feminist Rhetoric in the Works of Jessie Fauset. [Internet] [Thesis]. Georgia State University; 2010. [cited 2019 Jun 16]. Available from: https://scholarworks.gsu.edu/english_theses/91.

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

Council of Science Editors:

Tillman DL. Un-Fairytales: Realism and Black Feminist Rhetoric in the Works of Jessie Fauset. [Thesis]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/english_theses/91

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


Miami University

6. Howard, Shewanee D. STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY.

Degree: PhD, Educational Leadership, 2007, Miami University

 While previous research has examined the experiences of Black women in academe, the current project seeks to determine how Black female faculty members experience teaching… (more)

Subjects/Keywords: Education, General; Saartjie Baartman; Black Feminist Thought; Performativity; Stereotypical Images of Black Women; Black Female Faculty; Teaching experiences

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APA (6th Edition):

Howard, S. D. (2007). STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1187188330

Chicago Manual of Style (16th Edition):

Howard, Shewanee D. “STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY.” 2007. Doctoral Dissertation, Miami University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1187188330.

MLA Handbook (7th Edition):

Howard, Shewanee D. “STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY.” 2007. Web. 16 Jun 2019.

Vancouver:

Howard SD. STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1187188330.

Council of Science Editors:

Howard SD. STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1187188330


Louisiana State University

7. Wilson, Deleon Miriam. Interpreting Blackness: A Phenomenological Case Study of African American Young Adult Literature.

Degree: PhD, Education, 2014, Louisiana State University

 This dissertation examines how Black students formulate representation of African American in African American young adult literature. It also explores the effects of race in… (more)

Subjects/Keywords: Black feminist thought; Transactional Reading theo; critical race theory; young adult literature; African American

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APA (6th Edition):

Wilson, D. M. (2014). Interpreting Blackness: A Phenomenological Case Study of African American Young Adult Literature. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11072014-140029 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2423

Chicago Manual of Style (16th Edition):

Wilson, Deleon Miriam. “Interpreting Blackness: A Phenomenological Case Study of African American Young Adult Literature.” 2014. Doctoral Dissertation, Louisiana State University. Accessed June 16, 2019. etd-11072014-140029 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2423.

MLA Handbook (7th Edition):

Wilson, Deleon Miriam. “Interpreting Blackness: A Phenomenological Case Study of African American Young Adult Literature.” 2014. Web. 16 Jun 2019.

Vancouver:

Wilson DM. Interpreting Blackness: A Phenomenological Case Study of African American Young Adult Literature. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Jun 16]. Available from: etd-11072014-140029 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2423.

Council of Science Editors:

Wilson DM. Interpreting Blackness: A Phenomenological Case Study of African American Young Adult Literature. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-11072014-140029 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2423


University of Southern California

8. Green, Kai M. Into the darkness: a Quare (re)membering of Los Angeles in a time of crises (1981-present).

Degree: PhD, American Studies and Ethnicity, 2016, University of Southern California

 Into the Darkness examines the ways in which Black queer folk articulate, create, and (re)construct, Quare space and place in Los Angeles from 1981 to… (more)

Subjects/Keywords: Black studies; Black queer studies; queer studies; Black queer geographies; African American studies; LGBT; trans*; transgender; ethnography; Los Angeles; gay Los Angeles; Black Los Angeles; Black feminist thought and praxis

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APA (6th Edition):

Green, K. M. (2016). Into the darkness: a Quare (re)membering of Los Angeles in a time of crises (1981-present). (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/481074/rec/3602

Chicago Manual of Style (16th Edition):

Green, Kai M. “Into the darkness: a Quare (re)membering of Los Angeles in a time of crises (1981-present).” 2016. Doctoral Dissertation, University of Southern California. Accessed June 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/481074/rec/3602.

MLA Handbook (7th Edition):

Green, Kai M. “Into the darkness: a Quare (re)membering of Los Angeles in a time of crises (1981-present).” 2016. Web. 16 Jun 2019.

Vancouver:

Green KM. Into the darkness: a Quare (re)membering of Los Angeles in a time of crises (1981-present). [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2019 Jun 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/481074/rec/3602.

Council of Science Editors:

Green KM. Into the darkness: a Quare (re)membering of Los Angeles in a time of crises (1981-present). [Doctoral Dissertation]. University of Southern California; 2016. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/481074/rec/3602


Virginia Tech

9. Easley, Brian Gerard. Developmental Networks, Black Feminist Thought, and Black Women Federal Senior Executives: A Case Study Approach.

Degree: PhD, Human Development, 2011, Virginia Tech

 Abstract Private and public sector organizations have become increasingly interested in promoting diversity. Due to barriers attributed to race and gender, women and minorities often… (more)

Subjects/Keywords: Black feminist thought; leadership; mentoring; Black women; career development; political identity; developmental network; senior executive service

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APA (6th Edition):

Easley, B. G. (2011). Developmental Networks, Black Feminist Thought, and Black Women Federal Senior Executives: A Case Study Approach. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27666

Chicago Manual of Style (16th Edition):

Easley, Brian Gerard. “Developmental Networks, Black Feminist Thought, and Black Women Federal Senior Executives: A Case Study Approach.” 2011. Doctoral Dissertation, Virginia Tech. Accessed June 16, 2019. http://hdl.handle.net/10919/27666.

MLA Handbook (7th Edition):

Easley, Brian Gerard. “Developmental Networks, Black Feminist Thought, and Black Women Federal Senior Executives: A Case Study Approach.” 2011. Web. 16 Jun 2019.

Vancouver:

Easley BG. Developmental Networks, Black Feminist Thought, and Black Women Federal Senior Executives: A Case Study Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10919/27666.

Council of Science Editors:

Easley BG. Developmental Networks, Black Feminist Thought, and Black Women Federal Senior Executives: A Case Study Approach. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/27666

10. Ali, Muna. "Anchored in Our Culture, Focused on Our Future": Negotiating Spaces for Somali Women in Toronto through Gashanti UNITY.

Degree: MA -MA, Interdisciplinary Studies, 2019, York University

 This research presents and analyses the experiences of second-generation Somali women in Toronto, and argues that there is a significant gap in research about young… (more)

Subjects/Keywords: Cultural anthropology; Somali; Women; African; Black; Canadian; Identity; Intersectionality; Black Feminist Thought; Race; Gender; Islam; Islamophobia

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APA (6th Edition):

Ali, M. (2019). "Anchored in Our Culture, Focused on Our Future": Negotiating Spaces for Somali Women in Toronto through Gashanti UNITY. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/35800

Chicago Manual of Style (16th Edition):

Ali, Muna. “"Anchored in Our Culture, Focused on Our Future": Negotiating Spaces for Somali Women in Toronto through Gashanti UNITY.” 2019. Masters Thesis, York University. Accessed June 16, 2019. http://hdl.handle.net/10315/35800.

MLA Handbook (7th Edition):

Ali, Muna. “"Anchored in Our Culture, Focused on Our Future": Negotiating Spaces for Somali Women in Toronto through Gashanti UNITY.” 2019. Web. 16 Jun 2019.

Vancouver:

Ali M. "Anchored in Our Culture, Focused on Our Future": Negotiating Spaces for Somali Women in Toronto through Gashanti UNITY. [Internet] [Masters thesis]. York University; 2019. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10315/35800.

Council of Science Editors:

Ali M. "Anchored in Our Culture, Focused on Our Future": Negotiating Spaces for Somali Women in Toronto through Gashanti UNITY. [Masters Thesis]. York University; 2019. Available from: http://hdl.handle.net/10315/35800

11. Despenza, Nadia. Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers.

Degree: Doctorate in Education, Education, 2018, Loyola Marymount University

  Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females… (more)

Subjects/Keywords: Black female science educator; Black Feminist Thought; Missing in Action; Recruitment; Retention; STEM; Education; Education Policy

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APA (6th Edition):

Despenza, N. (2018). Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/534

Chicago Manual of Style (16th Edition):

Despenza, Nadia. “Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed June 16, 2019. https://digitalcommons.lmu.edu/etd/534.

MLA Handbook (7th Edition):

Despenza, Nadia. “Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers.” 2018. Web. 16 Jun 2019.

Vancouver:

Despenza N. Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Jun 16]. Available from: https://digitalcommons.lmu.edu/etd/534.

Council of Science Editors:

Despenza N. Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/534


Georgia State University

12. Burnette, LaVette M. The Love of My Sisters: Exploring Black Women Academics’ Narratives on the Uses and Benefits of Sister Circles.

Degree: PhD, Communication, 2019, Georgia State University

  This study explored how Black women academics (BWA) use formal and informal networks to overcome cultural violence and social injustices within the academy. BWA… (more)

Subjects/Keywords: Black women; academy; network circles; sister circles; fictive kin networks; Black feminist thought; Critical Race theory; social capital theory

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APA (6th Edition):

Burnette, L. M. (2019). The Love of My Sisters: Exploring Black Women Academics’ Narratives on the Uses and Benefits of Sister Circles. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/communication_diss/95

Chicago Manual of Style (16th Edition):

Burnette, LaVette M. “The Love of My Sisters: Exploring Black Women Academics’ Narratives on the Uses and Benefits of Sister Circles.” 2019. Doctoral Dissertation, Georgia State University. Accessed June 16, 2019. https://scholarworks.gsu.edu/communication_diss/95.

MLA Handbook (7th Edition):

Burnette, LaVette M. “The Love of My Sisters: Exploring Black Women Academics’ Narratives on the Uses and Benefits of Sister Circles.” 2019. Web. 16 Jun 2019.

Vancouver:

Burnette LM. The Love of My Sisters: Exploring Black Women Academics’ Narratives on the Uses and Benefits of Sister Circles. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2019 Jun 16]. Available from: https://scholarworks.gsu.edu/communication_diss/95.

Council of Science Editors:

Burnette LM. The Love of My Sisters: Exploring Black Women Academics’ Narratives on the Uses and Benefits of Sister Circles. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/communication_diss/95


IUPUI

13. Mayo, Tilicia L. Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

This thesis sought to understand the messages Black women receive from contemporary images and how these messages may be used… (more)

Subjects/Keywords: black feminist thought; black women; standpoint theory; contemporary media; Women, Black; Self-perception in women; Feminism and mass media; African American feminists

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APA (6th Edition):

Mayo, T. L. (2010). Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2102

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):

Mayo, Tilicia L. “Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood.” 2010. Thesis, IUPUI. Accessed June 16, 2019. http://hdl.handle.net/1805/2102.

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

MLA Handbook (7th Edition):

Mayo, Tilicia L. “Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood.” 2010. Web. 16 Jun 2019.

Vancouver:

Mayo TL. Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1805/2102.

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

Council of Science Editors:

Mayo TL. Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2102

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


Iowa State University

14. Kennedy Benson, Samii Lashanta. Black fashion designers matter: A qualitative study exploring the experiences of Black female fashion design entrepreneurs.

Degree: 2017, Iowa State University

 The purpose of this study was to understand the experiences of Black female fashion design entrepreneurs by examining how they launched, financed and successfully maintained… (more)

Subjects/Keywords: Black Fashion Designers; Black Female Entrepreneurs; Black Feminist Thought; Entrepreneurship; Fashion Industry; Interpretative Phenomenological Analysis; African American Studies; American Material Culture; Entrepreneurial and Small Business Operations; Fashion Design

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APA (6th Edition):

Kennedy Benson, S. L. (2017). Black fashion designers matter: A qualitative study exploring the experiences of Black female fashion design entrepreneurs. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16154

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):

Kennedy Benson, Samii Lashanta. “Black fashion designers matter: A qualitative study exploring the experiences of Black female fashion design entrepreneurs.” 2017. Thesis, Iowa State University. Accessed June 16, 2019. https://lib.dr.iastate.edu/etd/16154.

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

MLA Handbook (7th Edition):

Kennedy Benson, Samii Lashanta. “Black fashion designers matter: A qualitative study exploring the experiences of Black female fashion design entrepreneurs.” 2017. Web. 16 Jun 2019.

Vancouver:

Kennedy Benson SL. Black fashion designers matter: A qualitative study exploring the experiences of Black female fashion design entrepreneurs. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Jun 16]. Available from: https://lib.dr.iastate.edu/etd/16154.

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

Council of Science Editors:

Kennedy Benson SL. Black fashion designers matter: A qualitative study exploring the experiences of Black female fashion design entrepreneurs. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/16154

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

15. Beasley, Maisha. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  Currently, both scholarly literature and educational practice are lacking depth and scope about the lived experience of African American (AA) female students, and, as… (more)

Subjects/Keywords: African American; Black Feminist Thought; Education; K-12; PWIs; Women; African American Studies; Educational Administration and Supervision; Women's Studies

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APA (6th Edition):

Beasley, M. (2016). The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/307

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):

Beasley, Maisha. “The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.” 2016. Thesis, University of San Francisco. Accessed June 16, 2019. https://repository.usfca.edu/diss/307.

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

MLA Handbook (7th Edition):

Beasley, Maisha. “The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.” 2016. Web. 16 Jun 2019.

Vancouver:

Beasley M. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 16]. Available from: https://repository.usfca.edu/diss/307.

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

Council of Science Editors:

Beasley M. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/307

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

16. Love, Bridget Holly. More Than a Silhouette: African American Women’s Graduate Student Experience.

Degree: Doctor of Education (EdD), 2017, University of San Francisco

  African American women have been silhouetted. They have been reduced to a one dimensional version of themselves and defined by societies White – male… (more)

Subjects/Keywords: African American; Black Feminist Thought; Graduate Studies; Human Rights; Umbutu; Women; Education; Educational Administration and Supervision

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APA (6th Edition):

Love, B. H. (2017). More Than a Silhouette: African American Women’s Graduate Student Experience. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/411

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):

Love, Bridget Holly. “More Than a Silhouette: African American Women’s Graduate Student Experience.” 2017. Thesis, University of San Francisco. Accessed June 16, 2019. https://repository.usfca.edu/diss/411.

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

MLA Handbook (7th Edition):

Love, Bridget Holly. “More Than a Silhouette: African American Women’s Graduate Student Experience.” 2017. Web. 16 Jun 2019.

Vancouver:

Love BH. More Than a Silhouette: African American Women’s Graduate Student Experience. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 16]. Available from: https://repository.usfca.edu/diss/411.

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

Council of Science Editors:

Love BH. More Than a Silhouette: African American Women’s Graduate Student Experience. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/411

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


University of Cincinnati

17. Hamilton, Bennyce E. The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students.

Degree: EdD, Education : Literacy, 2008, University of Cincinnati

  A teacher’s lived experiences are important in shaping her subsequent practices in the classroom. Teachers must look at the connections between those experiences, their… (more)

Subjects/Keywords: Education; Literacy; lived experiences; Black Feminist Thought; Culturally Relevant Pedagogy; Reflexive Culturally Relevant Pedagogy; participatory research

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APA (6th Edition):

Hamilton, B. E. (2008). The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146

Chicago Manual of Style (16th Edition):

Hamilton, Bennyce E. “The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146.

MLA Handbook (7th Edition):

Hamilton, Bennyce E. “The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students.” 2008. Web. 16 Jun 2019.

Vancouver:

Hamilton BE. The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146.

Council of Science Editors:

Hamilton BE. The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146


University of Alabama

18. Mixon, Anita. Happily ever after and the battle of the races: a critical and cultural approach to reality television - the Bachelorette vs. the ultimate merger.

Degree: 2011, University of Alabama

 The pervasiveness of reality television (RTV) can be observed by the sheer number of television shows that feature unscripted situations by non-actors thrust into seemingly… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Communication; black feminist thought; canonical narratives; hegemony; masculinity; reality television; Whiteness

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APA (6th Edition):

Mixon, A. (2011). Happily ever after and the battle of the races: a critical and cultural approach to reality television - the Bachelorette vs. the ultimate merger. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41193

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):

Mixon, Anita. “Happily ever after and the battle of the races: a critical and cultural approach to reality television - the Bachelorette vs. the ultimate merger.” 2011. Thesis, University of Alabama. Accessed June 16, 2019. http://purl.lib.ua.edu/41193.

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

MLA Handbook (7th Edition):

Mixon, Anita. “Happily ever after and the battle of the races: a critical and cultural approach to reality television - the Bachelorette vs. the ultimate merger.” 2011. Web. 16 Jun 2019.

Vancouver:

Mixon A. Happily ever after and the battle of the races: a critical and cultural approach to reality television - the Bachelorette vs. the ultimate merger. [Internet] [Thesis]. University of Alabama; 2011. [cited 2019 Jun 16]. Available from: http://purl.lib.ua.edu/41193.

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

Council of Science Editors:

Mixon A. Happily ever after and the battle of the races: a critical and cultural approach to reality television - the Bachelorette vs. the ultimate merger. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41193

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


Liberty University

19. Valentine, Latoia Aster. A Phenomenological Study of the Experiences of African American Women Superintendents in North Carolina.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenological study was to describe the experiences of African American women superintendents in North Carolina. The theory guiding this study… (more)

Subjects/Keywords: African American; Black Feminist Thought; Superintendents; Female Superintendents; Leadership; Women Superintendents; Education; Educational Administration and Supervision

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APA (6th Edition):

Valentine, L. A. (2018). A Phenomenological Study of the Experiences of African American Women Superintendents in North Carolina. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1936

Chicago Manual of Style (16th Edition):

Valentine, Latoia Aster. “A Phenomenological Study of the Experiences of African American Women Superintendents in North Carolina.” 2018. Doctoral Dissertation, Liberty University. Accessed June 16, 2019. https://digitalcommons.liberty.edu/doctoral/1936.

MLA Handbook (7th Edition):

Valentine, Latoia Aster. “A Phenomenological Study of the Experiences of African American Women Superintendents in North Carolina.” 2018. Web. 16 Jun 2019.

Vancouver:

Valentine LA. A Phenomenological Study of the Experiences of African American Women Superintendents in North Carolina. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jun 16]. Available from: https://digitalcommons.liberty.edu/doctoral/1936.

Council of Science Editors:

Valentine LA. A Phenomenological Study of the Experiences of African American Women Superintendents in North Carolina. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1936


Virginia Commonwealth University

20. Ross, Avina. Black feminist discourse analysis of portrayals of gender violence against Black women: A social work dissertation.

Degree: PhD, Social Work, 2016, Virginia Commonwealth University

  This study explored media discourse of gender violence against Black women in Black contemporary films. Four Tyler Perry films were examined using a novel,… (more)

Subjects/Keywords: Black feminist thought; Discourse analysis; Intersectionality; Gender violence; Qualitative research; Tyler Perry; African American Studies; Feminist, Gender, and Sexuality Studies; Film and Media Studies; Social Work; Sociology

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APA (6th Edition):

Ross, A. (2016). Black feminist discourse analysis of portrayals of gender violence against Black women: A social work dissertation. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4578

Chicago Manual of Style (16th Edition):

Ross, Avina. “Black feminist discourse analysis of portrayals of gender violence against Black women: A social work dissertation.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed June 16, 2019. https://scholarscompass.vcu.edu/etd/4578.

MLA Handbook (7th Edition):

Ross, Avina. “Black feminist discourse analysis of portrayals of gender violence against Black women: A social work dissertation.” 2016. Web. 16 Jun 2019.

Vancouver:

Ross A. Black feminist discourse analysis of portrayals of gender violence against Black women: A social work dissertation. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Jun 16]. Available from: https://scholarscompass.vcu.edu/etd/4578.

Council of Science Editors:

Ross A. Black feminist discourse analysis of portrayals of gender violence against Black women: A social work dissertation. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4578


University of South Florida

21. Ashford, Shetay Nicole. Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education.

Degree: 2016, University of South Florida

 The purpose of this life history qualitative study was to explore the Counter-Life Herstories of African American women faculty in U.S. Computing Education. Counter-Life Herstories… (more)

Subjects/Keywords: Afrocentric feminist epistemology; Black feminist thought; career; and technical education; Computing Education; critical race theory; life history; African American Studies; Other Education; Women's Studies

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APA (6th Edition):

Ashford, S. N. (2016). Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6171

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):

Ashford, Shetay Nicole. “Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education.” 2016. Thesis, University of South Florida. Accessed June 16, 2019. https://scholarcommons.usf.edu/etd/6171.

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

MLA Handbook (7th Edition):

Ashford, Shetay Nicole. “Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education.” 2016. Web. 16 Jun 2019.

Vancouver:

Ashford SN. Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Jun 16]. Available from: https://scholarcommons.usf.edu/etd/6171.

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

Council of Science Editors:

Ashford SN. Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6171

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

22. Anthym, Myntha. Now You See Me: A Black Feminist Autoethnographic Poetic Polemic of Radical Reflexivity and Critical Arts-Based Inquiry.

Degree: PhD, Quantitative Research Methods, 2018, U of Denver

  This dissertation is an autoethnographic poetic illness narrative based on the author's year-long ordeal with unrelenting undertreated chronic pain. The project is grounded in… (more)

Subjects/Keywords: Autoethnography; Black feminist thought; Critical arts-based inquiry; Critical race theory; Health equity; Poetic inquiry; African American Studies; Education; Epistemology; Feminist Philosophy; Poetry

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APA (6th Edition):

Anthym, M. (2018). Now You See Me: A Black Feminist Autoethnographic Poetic Polemic of Radical Reflexivity and Critical Arts-Based Inquiry. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1459

Chicago Manual of Style (16th Edition):

Anthym, Myntha. “Now You See Me: A Black Feminist Autoethnographic Poetic Polemic of Radical Reflexivity and Critical Arts-Based Inquiry.” 2018. Doctoral Dissertation, U of Denver. Accessed June 16, 2019. https://digitalcommons.du.edu/etd/1459.

MLA Handbook (7th Edition):

Anthym, Myntha. “Now You See Me: A Black Feminist Autoethnographic Poetic Polemic of Radical Reflexivity and Critical Arts-Based Inquiry.” 2018. Web. 16 Jun 2019.

Vancouver:

Anthym M. Now You See Me: A Black Feminist Autoethnographic Poetic Polemic of Radical Reflexivity and Critical Arts-Based Inquiry. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2019 Jun 16]. Available from: https://digitalcommons.du.edu/etd/1459.

Council of Science Editors:

Anthym M. Now You See Me: A Black Feminist Autoethnographic Poetic Polemic of Radical Reflexivity and Critical Arts-Based Inquiry. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1459


Georgia Southern University

23. Whipple, Dawn C. Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators Through Playwriting.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2018, Georgia Southern University

  In my dissertation inquiry, I explore the seats of power held by Black women educators in secondary education public schools in Georgia. Theoretically building… (more)

Subjects/Keywords: Black Women Educators; Black feminist thought; Womanism; Critical Race Theory; Engaged Pedagogy; Liberating dissertation; Curriculum and Instruction; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Whipple, D. C. (2018). Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators Through Playwriting. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1765

Chicago Manual of Style (16th Edition):

Whipple, Dawn C. “Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators Through Playwriting.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed June 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/1765.

MLA Handbook (7th Edition):

Whipple, Dawn C. “Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators Through Playwriting.” 2018. Web. 16 Jun 2019.

Vancouver:

Whipple DC. Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators Through Playwriting. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Jun 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1765.

Council of Science Editors:

Whipple DC. Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators Through Playwriting. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1765


The Ohio State University

24. Merry, Johnny Deane, Merry. Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change.

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 This dissertation reports on one case study, situated in grounded theory, of one teacher, her English Language Arts (ELA) classroom context, and three of her… (more)

Subjects/Keywords: Education; Educational Theory; Critical Pedagogy, Culturally Relevant Pedagogy, Arts-based Pedagogy, Teaching for Social Justice, English Language Arts, Black Feminist Thought, Artivism, Holistic Education, Qualitative, Case Study, Grounded Theory

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APA (6th Edition):

Merry, Johnny Deane, M. (2017). Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518

Chicago Manual of Style (16th Edition):

Merry, Johnny Deane, Merry. “Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change.” 2017. Doctoral Dissertation, The Ohio State University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.

MLA Handbook (7th Edition):

Merry, Johnny Deane, Merry. “Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change.” 2017. Web. 16 Jun 2019.

Vancouver:

Merry, Johnny Deane M. Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.

Council of Science Editors:

Merry, Johnny Deane M. Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518


Georgia Southern University

25. Mitchell, Michel Linee. Nappy Roots, Split Ends, and New Growth: An Autobiographical Narrative Inquiry into The Experiences of A Black Female Educator, No Lye.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2009, Georgia Southern University

 Using autobiographical narrative inquiry, I explore the ways that race, gender, class, culture, and place shape who I was and how I became who I… (more)

Subjects/Keywords: ETD; Narrative inquiry; Autobiography; Identity; Race; Place; Culture; Black feminist thought; Critical race theory; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Mitchell, M. L. (2009). Nappy Roots, Split Ends, and New Growth: An Autobiographical Narrative Inquiry into The Experiences of A Black Female Educator, No Lye. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/539

Chicago Manual of Style (16th Edition):

Mitchell, Michel Linee. “Nappy Roots, Split Ends, and New Growth: An Autobiographical Narrative Inquiry into The Experiences of A Black Female Educator, No Lye.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed June 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/539.

MLA Handbook (7th Edition):

Mitchell, Michel Linee. “Nappy Roots, Split Ends, and New Growth: An Autobiographical Narrative Inquiry into The Experiences of A Black Female Educator, No Lye.” 2009. Web. 16 Jun 2019.

Vancouver:

Mitchell ML. Nappy Roots, Split Ends, and New Growth: An Autobiographical Narrative Inquiry into The Experiences of A Black Female Educator, No Lye. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Jun 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/539.

Council of Science Editors:

Mitchell ML. Nappy Roots, Split Ends, and New Growth: An Autobiographical Narrative Inquiry into The Experiences of A Black Female Educator, No Lye. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/539


Georgia Southern University

26. Anthony, Jacquelyn Hodges. Memoir of a Black Female Social Worker: Re-Collections on Black Women Parenting and Parental Involvement in the Education of Black Children.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2011, Georgia Southern University

 This study explores Black parental involvement by re-collecting my lived experiences as parent and social worker through memoir. Although the main characters in my stories… (more)

Subjects/Keywords: ETD; Parent involvement; Othermothering; Universalization; Critical race theory; Black feminist thought; Intersectionality; Hegemony; Autobiography; Memoir; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Anthony, J. H. (2011). Memoir of a Black Female Social Worker: Re-Collections on Black Women Parenting and Parental Involvement in the Education of Black Children. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/558

Chicago Manual of Style (16th Edition):

Anthony, Jacquelyn Hodges. “Memoir of a Black Female Social Worker: Re-Collections on Black Women Parenting and Parental Involvement in the Education of Black Children.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed June 16, 2019. https://digitalcommons.georgiasouthern.edu/etd/558.

MLA Handbook (7th Edition):

Anthony, Jacquelyn Hodges. “Memoir of a Black Female Social Worker: Re-Collections on Black Women Parenting and Parental Involvement in the Education of Black Children.” 2011. Web. 16 Jun 2019.

Vancouver:

Anthony JH. Memoir of a Black Female Social Worker: Re-Collections on Black Women Parenting and Parental Involvement in the Education of Black Children. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Jun 16]. Available from: https://digitalcommons.georgiasouthern.edu/etd/558.

Council of Science Editors:

Anthony JH. Memoir of a Black Female Social Worker: Re-Collections on Black Women Parenting and Parental Involvement in the Education of Black Children. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/558


University of South Florida

27. Jeremiah, Rohan Dexter. Interrogating Grenadian Masculinities and Violence Against Women: An Evaluation of the United Nations Partnership for Peace Program.

Degree: 2012, University of South Florida

 This applied anthropology study, guided by a feminist perspective and in particular, Black Feminist Thought is an outgrowth of an evaluation study of the Partnership… (more)

Subjects/Keywords: Anthropology of Violence; Black Feminist Thought; Caribbean Masculinities; Domestic Violence; American Studies; Arts and Humanities; Other Languages, Societies, and Cultures; Public Health; Social and Cultural Anthropology

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APA (6th Edition):

Jeremiah, R. D. (2012). Interrogating Grenadian Masculinities and Violence Against Women: An Evaluation of the United Nations Partnership for Peace Program. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4090

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):

Jeremiah, Rohan Dexter. “Interrogating Grenadian Masculinities and Violence Against Women: An Evaluation of the United Nations Partnership for Peace Program.” 2012. Thesis, University of South Florida. Accessed June 16, 2019. https://scholarcommons.usf.edu/etd/4090.

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

MLA Handbook (7th Edition):

Jeremiah, Rohan Dexter. “Interrogating Grenadian Masculinities and Violence Against Women: An Evaluation of the United Nations Partnership for Peace Program.” 2012. Web. 16 Jun 2019.

Vancouver:

Jeremiah RD. Interrogating Grenadian Masculinities and Violence Against Women: An Evaluation of the United Nations Partnership for Peace Program. [Internet] [Thesis]. University of South Florida; 2012. [cited 2019 Jun 16]. Available from: https://scholarcommons.usf.edu/etd/4090.

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

Council of Science Editors:

Jeremiah RD. Interrogating Grenadian Masculinities and Violence Against Women: An Evaluation of the United Nations Partnership for Peace Program. [Thesis]. University of South Florida; 2012. Available from: https://scholarcommons.usf.edu/etd/4090

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

28. Vickery, Amanda Elizabeth. When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 This qualitative multiple case study focused on how three African American women social studies teachers conceptualized and taught notions of citizenship. By using a Black(more)

Subjects/Keywords: Social studies education; Citizenship; Black feminist thought; African American women

…xvii List of Figures Figure 1: Black feminist thought …. 85 Figure 2… …intersectionality of identities and oppression. Black feminist thought represents a paradigmatic shift in… …a Black feminist conceptual framework, the author explored how the multiple intersections… …FEMINIST ETHIC OF CARING AND IT’S IMPACT ON TEACHERS’ CONCEPTIONS OF CITIZENSHIP ….. 179 Black… …feminist thought (Collins, 2009) and the importance of African American women’s… 

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

APA (6th Edition):

Vickery, A. E. (2015). When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30924

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):

Vickery, Amanda Elizabeth. “When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom.” 2015. Thesis, University of Texas – Austin. Accessed June 16, 2019. http://hdl.handle.net/2152/30924.

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

MLA Handbook (7th Edition):

Vickery, Amanda Elizabeth. “When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom.” 2015. Web. 16 Jun 2019.

Vancouver:

Vickery AE. When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2152/30924.

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

Council of Science Editors:

Vickery AE. When and where we enter : African American women teachers and communal notions of citizenship in the social studies classroom. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30924

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


Texas A&M University

29. Marrero, Sonia Marie. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

 This study was conducted as a qualitative study of five married middle-income African American mothers’ perception of their African American sons’ White teachers in an… (more)

Subjects/Keywords: African American males; African American mothers; Urban Education; White teacher-African American Males; Achievement Gap; Critical Race Theory; Black Feminist Thought; Secondary schools

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

APA (6th Edition):

Marrero, S. M. (2017). Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169557

Chicago Manual of Style (16th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Doctoral Dissertation, Texas A&M University. Accessed June 16, 2019. http://hdl.handle.net/1969.1/169557.

MLA Handbook (7th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Web. 16 Jun 2019.

Vancouver:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1969.1/169557.

Council of Science Editors:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169557


University of North Texas

30. Tate, Tara L. We've Only Just Begun: A Black Feminist Analysis of Eleanor Smeal's National Press Club Address.

Degree: 2000, University of North Texas

 The voices of black women have traditionally been excluded from rhetorical scholarship, both as a subject of study and as a methodological approach. Despite the… (more)

Subjects/Keywords: Smeal, Eleanor.; Feminism.; Rhetoric.; black feminist thought; National Press Club; Eleanor Smeal

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

APA (6th Edition):

Tate, T. L. (2000). We've Only Just Begun: A Black Feminist Analysis of Eleanor Smeal's National Press Club Address. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2595/

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):

Tate, Tara L. “We've Only Just Begun: A Black Feminist Analysis of Eleanor Smeal's National Press Club Address.” 2000. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc2595/.

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

MLA Handbook (7th Edition):

Tate, Tara L. “We've Only Just Begun: A Black Feminist Analysis of Eleanor Smeal's National Press Club Address.” 2000. Web. 16 Jun 2019.

Vancouver:

Tate TL. We've Only Just Begun: A Black Feminist Analysis of Eleanor Smeal's National Press Club Address. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2595/.

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

Council of Science Editors:

Tate TL. We've Only Just Begun: A Black Feminist Analysis of Eleanor Smeal's National Press Club Address. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2595/

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

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