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You searched for subject:(Black students). Showing records 1 – 30 of 360 total matches.

[1] [2] [3] [4] [5] … [12]

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University of Georgia

1. Brown, Jamie Demetrius. The experiences of black students, Advanced Placement courses, and college admissions.

Degree: PhD, Counseling and Student Personnel Services, 2014, University of Georgia

 Participation in The College Board’s Advanced Placement Program has expanded greatly since its inception in the 1950s, where in 1955 there were 1,229 students that… (more)

Subjects/Keywords: Black students

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APA (6th Edition):

Brown, J. D. (2014). The experiences of black students, Advanced Placement courses, and college admissions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_jamie_d_201405_phd

Chicago Manual of Style (16th Edition):

Brown, Jamie Demetrius. “The experiences of black students, Advanced Placement courses, and college admissions.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/brown_jamie_d_201405_phd.

MLA Handbook (7th Edition):

Brown, Jamie Demetrius. “The experiences of black students, Advanced Placement courses, and college admissions.” 2014. Web. 28 Feb 2020.

Vancouver:

Brown JD. The experiences of black students, Advanced Placement courses, and college admissions. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_jamie_d_201405_phd.

Council of Science Editors:

Brown JD. The experiences of black students, Advanced Placement courses, and college admissions. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/brown_jamie_d_201405_phd


University of Georgia

2. Freeman, Tonjua Benita. Increasing levels of achievement for black science students: learning from the experiences of effective teachers.

Degree: PhD, Science Education, 2014, University of Georgia

 The achievement of Black students in the United States continues to fall below the achievement of their White classmates. The purpose of this multiple case… (more)

Subjects/Keywords: Black students

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APA (6th Edition):

Freeman, T. B. (2014). Increasing levels of achievement for black science students: learning from the experiences of effective teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/freeman_tonjua_b_201405_phd

Chicago Manual of Style (16th Edition):

Freeman, Tonjua Benita. “Increasing levels of achievement for black science students: learning from the experiences of effective teachers.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/freeman_tonjua_b_201405_phd.

MLA Handbook (7th Edition):

Freeman, Tonjua Benita. “Increasing levels of achievement for black science students: learning from the experiences of effective teachers.” 2014. Web. 28 Feb 2020.

Vancouver:

Freeman TB. Increasing levels of achievement for black science students: learning from the experiences of effective teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/freeman_tonjua_b_201405_phd.

Council of Science Editors:

Freeman TB. Increasing levels of achievement for black science students: learning from the experiences of effective teachers. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/freeman_tonjua_b_201405_phd


Boston College

3. Taylor, Nancy Robbins. Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 This qualitative case study sought to understand perceptions of educators’ of color on the role of race in student discipline in a Massachusetts Public School… (more)

Subjects/Keywords: Black students; discipline

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APA (6th Edition):

Taylor, N. R. (2018). Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107992

Chicago Manual of Style (16th Edition):

Taylor, Nancy Robbins. “Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District.” 2018. Doctoral Dissertation, Boston College. Accessed February 28, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107992.

MLA Handbook (7th Edition):

Taylor, Nancy Robbins. “Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District.” 2018. Web. 28 Feb 2020.

Vancouver:

Taylor NR. Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2020 Feb 28]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107992.

Council of Science Editors:

Taylor NR. Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color about Discipline and Race in the Cityside District. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107992


University of Johannesburg

4. Lethale, Praline Sharlotte. The resilience of adolescents from adolescent-headed families within the school context.

Degree: 2010, University of Johannesburg

M.Ed.

The influence of the HIV/AIDS pandemic as well as the significant impact it has left on children and adolescent who are left without parental… (more)

Subjects/Keywords: Resilience (Personality trait); Black students; Black students' conduct of life; Black teenagers; Black parents

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APA (6th Edition):

Lethale, P. S. (2010). The resilience of adolescents from adolescent-headed families within the school context. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3236

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):

Lethale, Praline Sharlotte. “The resilience of adolescents from adolescent-headed families within the school context.” 2010. Thesis, University of Johannesburg. Accessed February 28, 2020. http://hdl.handle.net/10210/3236.

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

MLA Handbook (7th Edition):

Lethale, Praline Sharlotte. “The resilience of adolescents from adolescent-headed families within the school context.” 2010. Web. 28 Feb 2020.

Vancouver:

Lethale PS. The resilience of adolescents from adolescent-headed families within the school context. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10210/3236.

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

Council of Science Editors:

Lethale PS. The resilience of adolescents from adolescent-headed families within the school context. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3236

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


Kansas State University

5. Coleman, Christine Helen. The home activities of a selected group of girls in negro high schools in Arkansas.

Degree: 1941, Kansas State University

Subjects/Keywords: Students; Black

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APA (6th Edition):

Coleman, C. H. (1941). The home activities of a selected group of girls in negro high schools in Arkansas. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/16256

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

Chicago Manual of Style (16th Edition):

Coleman, Christine Helen. “The home activities of a selected group of girls in negro high schools in Arkansas.” 1941. Thesis, Kansas State University. Accessed February 28, 2020. http://hdl.handle.net/2097/16256.

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

MLA Handbook (7th Edition):

Coleman, Christine Helen. “The home activities of a selected group of girls in negro high schools in Arkansas.” 1941. Web. 28 Feb 2020.

Vancouver:

Coleman CH. The home activities of a selected group of girls in negro high schools in Arkansas. [Internet] [Thesis]. Kansas State University; 1941. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2097/16256.

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

Council of Science Editors:

Coleman CH. The home activities of a selected group of girls in negro high schools in Arkansas. [Thesis]. Kansas State University; 1941. Available from: http://hdl.handle.net/2097/16256

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


University of Illinois – Urbana-Champaign

6. Grice, April. Portraits of black educators in predominantly white suburban high schools: the cost of pursuing equity for students of color.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 There are a litany of studies that examine Black K-12 educators and their positive influence on Black student achievement; however, few studies examine Black high… (more)

Subjects/Keywords: Black educators; Black teachers; Black counselors; Black principals; Black students; Latino students; students of color; portraiture; suburban schools; high school; after school programs; equity; educational cultural negotiator

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APA (6th Edition):

Grice, A. (2014). Portraits of black educators in predominantly white suburban high schools: the cost of pursuing equity for students of color. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50469

Chicago Manual of Style (16th Edition):

Grice, April. “Portraits of black educators in predominantly white suburban high schools: the cost of pursuing equity for students of color.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 28, 2020. http://hdl.handle.net/2142/50469.

MLA Handbook (7th Edition):

Grice, April. “Portraits of black educators in predominantly white suburban high schools: the cost of pursuing equity for students of color.” 2014. Web. 28 Feb 2020.

Vancouver:

Grice A. Portraits of black educators in predominantly white suburban high schools: the cost of pursuing equity for students of color. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2142/50469.

Council of Science Editors:

Grice A. Portraits of black educators in predominantly white suburban high schools: the cost of pursuing equity for students of color. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50469


University of Georgia

7. Long, Linda Ann. Academically achieving black adolescent students' perceptions of how self, family, and school impact their achievement.

Degree: PhD, Educational Psychology, 2002, University of Georgia

 The purpose of this study was to examine academically achieving Black student’s perceptions and perspectives about their education and school achievement. Overall, the research was… (more)

Subjects/Keywords: Achieving Black Students

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APA (6th Edition):

Long, L. A. (2002). Academically achieving black adolescent students' perceptions of how self, family, and school impact their achievement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/long_linda_a_200208_phd

Chicago Manual of Style (16th Edition):

Long, Linda Ann. “Academically achieving black adolescent students' perceptions of how self, family, and school impact their achievement.” 2002. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://purl.galileo.usg.edu/uga_etd/long_linda_a_200208_phd.

MLA Handbook (7th Edition):

Long, Linda Ann. “Academically achieving black adolescent students' perceptions of how self, family, and school impact their achievement.” 2002. Web. 28 Feb 2020.

Vancouver:

Long LA. Academically achieving black adolescent students' perceptions of how self, family, and school impact their achievement. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 Feb 28]. Available from: http://purl.galileo.usg.edu/uga_etd/long_linda_a_200208_phd.

Council of Science Editors:

Long LA. Academically achieving black adolescent students' perceptions of how self, family, and school impact their achievement. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/long_linda_a_200208_phd


University of Alberta

8. Kelly, Jennifer. Under the gaze: the experiences of African Canadian students in two Edmonton high schools.

Degree: Master of Education in Sociology of Education, Department of Educational Foundations, 1995, University of Alberta

Subjects/Keywords: Students, Black – Alberta.

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APA (6th Edition):

Kelly, J. (1995). Under the gaze: the experiences of African Canadian students in two Edmonton high schools. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/v692t827p

Chicago Manual of Style (16th Edition):

Kelly, Jennifer. “Under the gaze: the experiences of African Canadian students in two Edmonton high schools.” 1995. Masters Thesis, University of Alberta. Accessed February 28, 2020. https://era.library.ualberta.ca/files/v692t827p.

MLA Handbook (7th Edition):

Kelly, Jennifer. “Under the gaze: the experiences of African Canadian students in two Edmonton high schools.” 1995. Web. 28 Feb 2020.

Vancouver:

Kelly J. Under the gaze: the experiences of African Canadian students in two Edmonton high schools. [Internet] [Masters thesis]. University of Alberta; 1995. [cited 2020 Feb 28]. Available from: https://era.library.ualberta.ca/files/v692t827p.

Council of Science Editors:

Kelly J. Under the gaze: the experiences of African Canadian students in two Edmonton high schools. [Masters Thesis]. University of Alberta; 1995. Available from: https://era.library.ualberta.ca/files/v692t827p


University of KwaZulu-Natal

9. [No author]. Young, gifted and black : oral histories of young activists in Cape Town and Durban in the early 1970s.

Degree: Education, 2007, University of KwaZulu-Natal

 This study highlights the contribution of activists from Durban and Cape Town in the anti-apartheid struggle in South Africa in the early nineteen seventies. Historians… (more)

Subjects/Keywords: Students, Black – Political activity – South Africa.; Education.

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APA (6th Edition):

author], [. (2007). Young, gifted and black : oral histories of young activists in Cape Town and Durban in the early 1970s. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1279

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):

author], [No. “Young, gifted and black : oral histories of young activists in Cape Town and Durban in the early 1970s. ” 2007. Thesis, University of KwaZulu-Natal. Accessed February 28, 2020. http://hdl.handle.net/10413/1279.

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

MLA Handbook (7th Edition):

author], [No. “Young, gifted and black : oral histories of young activists in Cape Town and Durban in the early 1970s. ” 2007. Web. 28 Feb 2020.

Vancouver:

author] [. Young, gifted and black : oral histories of young activists in Cape Town and Durban in the early 1970s. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10413/1279.

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

Council of Science Editors:

author] [. Young, gifted and black : oral histories of young activists in Cape Town and Durban in the early 1970s. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1279

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


University of Illinois – Urbana-Champaign

10. Valgoi, Maria. I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course.

Degree: MS, 0210, 2014, University of Illinois – Urbana-Champaign

 Intergroup dialogue is a multicultural education strategy aimed at promoting conflict resolution and enhancing the understanding of differences (Zuniga et al., 2002). An intergroup dialogue… (more)

Subjects/Keywords: Diversity Education; Black Students; Intergroup Dialogue (IGD)

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APA (6th Edition):

Valgoi, M. (2014). I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50604

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):

Valgoi, Maria. “I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed February 28, 2020. http://hdl.handle.net/2142/50604.

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

MLA Handbook (7th Edition):

Valgoi, Maria. “I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course.” 2014. Web. 28 Feb 2020.

Vancouver:

Valgoi M. I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2142/50604.

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

Council of Science Editors:

Valgoi M. I am aware, I view myself differently, I can create change: the experience of black students in an intergroup dialogue course. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50604

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


Brock University

11. Davis, Megan K. A black-focused school : black Canadian youth and the mainstream curriculum .

Degree: Department of Child and Youth Studies, 2009, Brock University

 ABSTRACT When asked about the proposal for a black-focused school, black youth from the Greater Toronto Area (GTA) voiced their agreement with elements of the… (more)

Subjects/Keywords: Students, Black – Canada.; Discrimination in education – Canada.

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APA (6th Edition):

Davis, M. K. (2009). A black-focused school : black Canadian youth and the mainstream curriculum . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2898

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):

Davis, Megan K. “A black-focused school : black Canadian youth and the mainstream curriculum .” 2009. Thesis, Brock University. Accessed February 28, 2020. http://hdl.handle.net/10464/2898.

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

MLA Handbook (7th Edition):

Davis, Megan K. “A black-focused school : black Canadian youth and the mainstream curriculum .” 2009. Web. 28 Feb 2020.

Vancouver:

Davis MK. A black-focused school : black Canadian youth and the mainstream curriculum . [Internet] [Thesis]. Brock University; 2009. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10464/2898.

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

Council of Science Editors:

Davis MK. A black-focused school : black Canadian youth and the mainstream curriculum . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/2898

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


Louisiana State University

12. Carhee, LaKeshia Marie. The Qualities That Black Men and Women Most Appreciate about One Another: A Qualitative Examination.

Degree: MSW, Social Work, 2014, Louisiana State University

 Given increased media interest in the relationships that exist between African American men and women, few studies to date have examined the characteristics that Black(more)

Subjects/Keywords: Black; African-American; College Students; Commitm

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APA (6th Edition):

Carhee, L. M. (2014). The Qualities That Black Men and Women Most Appreciate about One Another: A Qualitative Examination. (Masters Thesis). Louisiana State University. Retrieved from etd-12112014-094116 ; https://digitalcommons.lsu.edu/gradschool_theses/2536

Chicago Manual of Style (16th Edition):

Carhee, LaKeshia Marie. “The Qualities That Black Men and Women Most Appreciate about One Another: A Qualitative Examination.” 2014. Masters Thesis, Louisiana State University. Accessed February 28, 2020. etd-12112014-094116 ; https://digitalcommons.lsu.edu/gradschool_theses/2536.

MLA Handbook (7th Edition):

Carhee, LaKeshia Marie. “The Qualities That Black Men and Women Most Appreciate about One Another: A Qualitative Examination.” 2014. Web. 28 Feb 2020.

Vancouver:

Carhee LM. The Qualities That Black Men and Women Most Appreciate about One Another: A Qualitative Examination. [Internet] [Masters thesis]. Louisiana State University; 2014. [cited 2020 Feb 28]. Available from: etd-12112014-094116 ; https://digitalcommons.lsu.edu/gradschool_theses/2536.

Council of Science Editors:

Carhee LM. The Qualities That Black Men and Women Most Appreciate about One Another: A Qualitative Examination. [Masters Thesis]. Louisiana State University; 2014. Available from: etd-12112014-094116 ; https://digitalcommons.lsu.edu/gradschool_theses/2536


Louisiana State University

13. Taylor-Johnson, Loryn M. We Are One: A Phenomenological Study of the Self-Perceived Experiences of Black Students in the National Pan-Hellenic Council at a Predominately White Institution and Historically Black University in the Southeast.

Degree: MAE, Higher Education, 2018, Louisiana State University

  For the purpose of this study, the researcher examined the self-perceived experiences for Black students in the National Pan-Hellenic Council on the campus of… (more)

Subjects/Keywords: Black Students; Higher Education; Fraternities; Sororities

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APA (6th Edition):

Taylor-Johnson, L. M. (2018). We Are One: A Phenomenological Study of the Self-Perceived Experiences of Black Students in the National Pan-Hellenic Council at a Predominately White Institution and Historically Black University in the Southeast. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4774

Chicago Manual of Style (16th Edition):

Taylor-Johnson, Loryn M. “We Are One: A Phenomenological Study of the Self-Perceived Experiences of Black Students in the National Pan-Hellenic Council at a Predominately White Institution and Historically Black University in the Southeast.” 2018. Masters Thesis, Louisiana State University. Accessed February 28, 2020. https://digitalcommons.lsu.edu/gradschool_theses/4774.

MLA Handbook (7th Edition):

Taylor-Johnson, Loryn M. “We Are One: A Phenomenological Study of the Self-Perceived Experiences of Black Students in the National Pan-Hellenic Council at a Predominately White Institution and Historically Black University in the Southeast.” 2018. Web. 28 Feb 2020.

Vancouver:

Taylor-Johnson LM. We Are One: A Phenomenological Study of the Self-Perceived Experiences of Black Students in the National Pan-Hellenic Council at a Predominately White Institution and Historically Black University in the Southeast. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2020 Feb 28]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4774.

Council of Science Editors:

Taylor-Johnson LM. We Are One: A Phenomenological Study of the Self-Perceived Experiences of Black Students in the National Pan-Hellenic Council at a Predominately White Institution and Historically Black University in the Southeast. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4774


University of Cincinnati

14. Lanaway, Danni A. Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users.

Degree: MA, Arts and Sciences: Psychology, 2015, University of Cincinnati

 The current study sought to examine Black college students’ motivations for illicit substance use, investigate whether particular motivations associated with managing negative feelings and with… (more)

Subjects/Keywords: Psychology; Motivation; Substance Use; Black College Students

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APA (6th Edition):

Lanaway, D. A. (2015). Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551

Chicago Manual of Style (16th Edition):

Lanaway, Danni A. “Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users.” 2015. Masters Thesis, University of Cincinnati. Accessed February 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551.

MLA Handbook (7th Edition):

Lanaway, Danni A. “Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users.” 2015. Web. 28 Feb 2020.

Vancouver:

Lanaway DA. Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users. [Internet] [Masters thesis]. University of Cincinnati; 2015. [cited 2020 Feb 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551.

Council of Science Editors:

Lanaway DA. Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users. [Masters Thesis]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551


Virginia Tech

15. Addo, Felix Akwei. What can School Administrators do to Improve the Math Performance of Black Males?.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 School administrators are charged with guiding, overseeing, and ensuring the successful education of all students. They use myriad techniques to this end, though not all… (more)

Subjects/Keywords: Algebra 1; Black male students; school leaders

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APA (6th Edition):

Addo, F. A. (2017). What can School Administrators do to Improve the Math Performance of Black Males?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/76734

Chicago Manual of Style (16th Edition):

Addo, Felix Akwei. “What can School Administrators do to Improve the Math Performance of Black Males?.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/76734.

MLA Handbook (7th Edition):

Addo, Felix Akwei. “What can School Administrators do to Improve the Math Performance of Black Males?.” 2017. Web. 28 Feb 2020.

Vancouver:

Addo FA. What can School Administrators do to Improve the Math Performance of Black Males?. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/76734.

Council of Science Editors:

Addo FA. What can School Administrators do to Improve the Math Performance of Black Males?. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/76734


Texas State University – San Marcos

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jones, Shelia R. “Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 28, 2020. https://digital.library.txstate.edu/handle/10877/7857.

MLA Handbook (7th Edition):

Jones, Shelia R. “Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.” 2017. Web. 28 Feb 2020.

Vancouver:

Jones SR. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2020 Feb 28]. Available from: https://digital.library.txstate.edu/handle/10877/7857.

Council of Science Editors:

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


University of Southern California

17. Barton, Ashley Caroll. Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 African American degree attainment rates have remained at steadily low rates for the past decade. As a result, studies traditionally focus on the reasons for… (more)

Subjects/Keywords: African American students; African American college students; higher education; university; Black college students; Black students; engagement; involvement; persistence; moderate selectivity

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APA (6th Edition):

Barton, A. C. (2013). Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987

Chicago Manual of Style (16th Edition):

Barton, Ashley Caroll. “Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987.

MLA Handbook (7th Edition):

Barton, Ashley Caroll. “Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study.” 2013. Web. 28 Feb 2020.

Vancouver:

Barton AC. Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987.

Council of Science Editors:

Barton AC. Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/297976/rec/987


Northeastern University

18. Gardner, Tasha. Student Voices: The Engagement Black Students Wish For With Black Faculty At A Predominantly White Institution.

Degree: EdD, School of Education, 2019, Northeastern University

Black students at predominantly white institutions (PWIs) do not interact with Black faculty, which can impact their engagement with the university. The purpose of this… (more)

Subjects/Keywords: Black faculty; Black students; Black student voice; engagement; predominantly white institution; Higher education

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APA (6th Edition):

Gardner, T. (2019). Student Voices: The Engagement Black Students Wish For With Black Faculty At A Predominantly White Institution. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316526

Chicago Manual of Style (16th Edition):

Gardner, Tasha. “Student Voices: The Engagement Black Students Wish For With Black Faculty At A Predominantly White Institution.” 2019. Doctoral Dissertation, Northeastern University. Accessed February 28, 2020. http://hdl.handle.net/2047/D20316526.

MLA Handbook (7th Edition):

Gardner, Tasha. “Student Voices: The Engagement Black Students Wish For With Black Faculty At A Predominantly White Institution.” 2019. Web. 28 Feb 2020.

Vancouver:

Gardner T. Student Voices: The Engagement Black Students Wish For With Black Faculty At A Predominantly White Institution. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2047/D20316526.

Council of Science Editors:

Gardner T. Student Voices: The Engagement Black Students Wish For With Black Faculty At A Predominantly White Institution. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316526

19. Allen, Evette L. Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race.

Degree: PhD, Higher Education, 2014, U of Denver

  This study was a qualitative examination of Black college students' experiences with the Acting White label. In conducting this study, two gaps in literature… (more)

Subjects/Keywords: Acting black; Acting white; Black college students; Race; Social constructions; Education

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APA (6th Edition):

Allen, E. L. (2014). Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/962

Chicago Manual of Style (16th Edition):

Allen, Evette L. “Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race.” 2014. Doctoral Dissertation, U of Denver. Accessed February 28, 2020. https://digitalcommons.du.edu/etd/962.

MLA Handbook (7th Edition):

Allen, Evette L. “Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race.” 2014. Web. 28 Feb 2020.

Vancouver:

Allen EL. Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Feb 28]. Available from: https://digitalcommons.du.edu/etd/962.

Council of Science Editors:

Allen EL. Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/962


Brigham Young University

20. McGriggs, Mica Nicole. Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center.

Degree: PhD, 2017, Brigham Young University

  Little is known about the psychotherapy utilization, presenting concerns, and outcome differences between Black international and African American university students. The aim of this… (more)

Subjects/Keywords: Black students; African-Americans; Black international students; university counseling centers; utilization; outcome; Counseling Psychology

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APA (6th Edition):

McGriggs, M. N. (2017). Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7892&context=etd

Chicago Manual of Style (16th Edition):

McGriggs, Mica Nicole. “Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center.” 2017. Doctoral Dissertation, Brigham Young University. Accessed February 28, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7892&context=etd.

MLA Handbook (7th Edition):

McGriggs, Mica Nicole. “Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center.” 2017. Web. 28 Feb 2020.

Vancouver:

McGriggs MN. Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center. [Internet] [Doctoral dissertation]. Brigham Young University; 2017. [cited 2020 Feb 28]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7892&context=etd.

Council of Science Editors:

McGriggs MN. Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center. [Doctoral Dissertation]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7892&context=etd


University of New Mexico

21. King Miller, Beverly. The Experiences of Panamanian Afro-Caribbean Women in STEM: Voices to Inform Work with Black Females in STEM Education.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

 THE EXPERIENCES OF PANAMANIAN AFRO-CARIBBEAN WOMEN IN STEM: VOICES TO INFORM WORK WITH BLACK FEMALES IN STEM EDUCATION By BEVERLY A KING MILLER B.A., Psychology,… (more)

Subjects/Keywords: STEM Education; Black Female students in Science; Afro-Caribbean students; Teacher Education for Black students; Panamanian women; Afro-Caribbean identity

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APA (6th Edition):

King Miller, B. (2013). The Experiences of Panamanian Afro-Caribbean Women in STEM: Voices to Inform Work with Black Females in STEM Education. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23139

Chicago Manual of Style (16th Edition):

King Miller, Beverly. “The Experiences of Panamanian Afro-Caribbean Women in STEM: Voices to Inform Work with Black Females in STEM Education.” 2013. Doctoral Dissertation, University of New Mexico. Accessed February 28, 2020. http://hdl.handle.net/1928/23139.

MLA Handbook (7th Edition):

King Miller, Beverly. “The Experiences of Panamanian Afro-Caribbean Women in STEM: Voices to Inform Work with Black Females in STEM Education.” 2013. Web. 28 Feb 2020.

Vancouver:

King Miller B. The Experiences of Panamanian Afro-Caribbean Women in STEM: Voices to Inform Work with Black Females in STEM Education. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/1928/23139.

Council of Science Editors:

King Miller B. The Experiences of Panamanian Afro-Caribbean Women in STEM: Voices to Inform Work with Black Females in STEM Education. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23139


University of Houston

22. Owens, Judith. WWBSS - What Would Black Students Say?.

Degree: EdD, Curriculum and Instruction, 2012, University of Houston

 This is one story of a study of black high school students and their experiences with school. The study employed the narrative inquiry process and… (more)

Subjects/Keywords: Race in education; Black students; Achievement gap; Black high school students; High school students; Social sciences – Education

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APA (6th Edition):

Owens, J. (2012). WWBSS - What Would Black Students Say?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/659

Chicago Manual of Style (16th Edition):

Owens, Judith. “WWBSS - What Would Black Students Say?.” 2012. Doctoral Dissertation, University of Houston. Accessed February 28, 2020. http://hdl.handle.net/10657/659.

MLA Handbook (7th Edition):

Owens, Judith. “WWBSS - What Would Black Students Say?.” 2012. Web. 28 Feb 2020.

Vancouver:

Owens J. WWBSS - What Would Black Students Say?. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10657/659.

Council of Science Editors:

Owens J. WWBSS - What Would Black Students Say?. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/659


California State University – Sacramento

23. Jones, Stephanie L. What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment.

Degree: MA, Child Development (Theory and Research, 2010, California State University – Sacramento

 African American students are one of the lowest academically performing ethnicities in the United States. This disparity is caused by many factors, including lack of… (more)

Subjects/Keywords: Academic achievement; African American students; Faculty support; Peer interaction; Persistence; College students; Black students

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APA (6th Edition):

Jones, S. L. (2010). What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/344

Chicago Manual of Style (16th Edition):

Jones, Stephanie L. “What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment.” 2010. Masters Thesis, California State University – Sacramento. Accessed February 28, 2020. http://hdl.handle.net/10211.9/344.

MLA Handbook (7th Edition):

Jones, Stephanie L. “What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment.” 2010. Web. 28 Feb 2020.

Vancouver:

Jones SL. What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10211.9/344.

Council of Science Editors:

Jones SL. What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/344


San Jose State University

24. Kennedy, Annette Renee. Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences.

Degree: Doctor of Education (EdD), Education, 2019, San Jose State University

  California continues to tackle blatant racist acts within school systems across the state as recent headlines read, “Deeply offensive blackface video of California high… (more)

Subjects/Keywords: African American students; Black students; High School Students; Kindezi Inspired Structured Schools; KISS Model; Microaggressions

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APA (6th Edition):

Kennedy, A. R. (2019). Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/33

Chicago Manual of Style (16th Edition):

Kennedy, Annette Renee. “Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences.” 2019. Doctoral Dissertation, San Jose State University. Accessed February 28, 2020. https://scholarworks.sjsu.edu/etd_dissertations/33.

MLA Handbook (7th Edition):

Kennedy, Annette Renee. “Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences.” 2019. Web. 28 Feb 2020.

Vancouver:

Kennedy AR. Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences. [Internet] [Doctoral dissertation]. San Jose State University; 2019. [cited 2020 Feb 28]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/33.

Council of Science Editors:

Kennedy AR. Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences. [Doctoral Dissertation]. San Jose State University; 2019. Available from: https://scholarworks.sjsu.edu/etd_dissertations/33


Temple University

25. Rhoden, Stuart. Boys to Men: Reflections on Building Resilience in Young Black Male Students.

Degree: PhD, 2014, Temple University

Urban Education

Boys to Men: Building Resilience in Young Black Male Students Stuart Rhoden Doctor of Philosophy Temple University, 2013 Will J. Jordan, Ph.D. Chair… (more)

Subjects/Keywords: Education; Education policy; Black studies;

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APA (6th Edition):

Rhoden, S. (2014). Boys to Men: Reflections on Building Resilience in Young Black Male Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,274095

Chicago Manual of Style (16th Edition):

Rhoden, Stuart. “Boys to Men: Reflections on Building Resilience in Young Black Male Students.” 2014. Doctoral Dissertation, Temple University. Accessed February 28, 2020. http://digital.library.temple.edu/u?/p245801coll10,274095.

MLA Handbook (7th Edition):

Rhoden, Stuart. “Boys to Men: Reflections on Building Resilience in Young Black Male Students.” 2014. Web. 28 Feb 2020.

Vancouver:

Rhoden S. Boys to Men: Reflections on Building Resilience in Young Black Male Students. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Feb 28]. Available from: http://digital.library.temple.edu/u?/p245801coll10,274095.

Council of Science Editors:

Rhoden S. Boys to Men: Reflections on Building Resilience in Young Black Male Students. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,274095


University of Illinois – Urbana-Champaign

26. Praylow, Perzavia. Re/making men and women for the race: coeducation, respectability and black student leadership at Fisk University, 1924-1970.

Degree: PhD, 0342, 2012, University of Illinois – Urbana-Champaign

 This dissertation analyzes the relationship between student self-determination, the existence of competing ideologies of respectable race leadership and the transformation of coeducation at Fisk University… (more)

Subjects/Keywords: Black higher education; Black colleges; Coeducation; Students; Leadership; Gender; Respectability; Activism; Protest; Fisk University

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APA (6th Edition):

Praylow, P. (2012). Re/making men and women for the race: coeducation, respectability and black student leadership at Fisk University, 1924-1970. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34584

Chicago Manual of Style (16th Edition):

Praylow, Perzavia. “Re/making men and women for the race: coeducation, respectability and black student leadership at Fisk University, 1924-1970.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 28, 2020. http://hdl.handle.net/2142/34584.

MLA Handbook (7th Edition):

Praylow, Perzavia. “Re/making men and women for the race: coeducation, respectability and black student leadership at Fisk University, 1924-1970.” 2012. Web. 28 Feb 2020.

Vancouver:

Praylow P. Re/making men and women for the race: coeducation, respectability and black student leadership at Fisk University, 1924-1970. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2142/34584.

Council of Science Editors:

Praylow P. Re/making men and women for the race: coeducation, respectability and black student leadership at Fisk University, 1924-1970. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34584


University of Johannesburg

27. Bouwer, Annemarie. Die swart vrou se ervaring van haar man se steun vir haar universiteitstudie.

Degree: 2014, University of Johannesburg

M.A. (Sociology)

Traditionally, the husband has a higher status than his wife. When the wife improves her status however, this relationship can be changed into… (more)

Subjects/Keywords: Women, Black - Social aspects - South Africa; University students, Black - Attitudes - Social aspects - South Africa

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APA (6th Edition):

Bouwer, A. (2014). Die swart vrou se ervaring van haar man se steun vir haar universiteitstudie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12281

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):

Bouwer, Annemarie. “Die swart vrou se ervaring van haar man se steun vir haar universiteitstudie.” 2014. Thesis, University of Johannesburg. Accessed February 28, 2020. http://hdl.handle.net/10210/12281.

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

MLA Handbook (7th Edition):

Bouwer, Annemarie. “Die swart vrou se ervaring van haar man se steun vir haar universiteitstudie.” 2014. Web. 28 Feb 2020.

Vancouver:

Bouwer A. Die swart vrou se ervaring van haar man se steun vir haar universiteitstudie. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10210/12281.

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

Council of Science Editors:

Bouwer A. Die swart vrou se ervaring van haar man se steun vir haar universiteitstudie. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12281

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


Temple University

28. Rogers, Ibram Henry. The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972.

Degree: PhD, 2010, Temple University

African American Studies

In 1965, Blacks were only about 4.5 percent of the total enrollment in American higher education. College programs and offices geared to… (more)

Subjects/Keywords: African American Studies; History, United States; Education, History of; Black Campus Movement; Black Power; Black Students; Diversity; Social Movement; Student Activism

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APA (6th Edition):

Rogers, I. H. (2010). The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,56363

Chicago Manual of Style (16th Edition):

Rogers, Ibram Henry. “The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972.” 2010. Doctoral Dissertation, Temple University. Accessed February 28, 2020. http://digital.library.temple.edu/u?/p245801coll10,56363.

MLA Handbook (7th Edition):

Rogers, Ibram Henry. “The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972.” 2010. Web. 28 Feb 2020.

Vancouver:

Rogers IH. The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2020 Feb 28]. Available from: http://digital.library.temple.edu/u?/p245801coll10,56363.

Council of Science Editors:

Rogers IH. The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,56363


University of Georgia

29. Corley, Nicole Ali. Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes.

Degree: PhD, Social Work, 2017, University of Georgia

 Most research on African American students has explored the causes and consequences of academic failure. This fixation on negative outcomes has perpetuated deficit views of… (more)

Subjects/Keywords: Black Students; African American Students; Academic Success; Academic Achievement; Black Mothers; African American Mothers; Single Mothers; Social Work; Narrative Inquiry

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APA (6th Edition):

Corley, N. A. (2017). Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37294

Chicago Manual of Style (16th Edition):

Corley, Nicole Ali. “Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes.” 2017. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://hdl.handle.net/10724/37294.

MLA Handbook (7th Edition):

Corley, Nicole Ali. “Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes.” 2017. Web. 28 Feb 2020.

Vancouver:

Corley NA. Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10724/37294.

Council of Science Editors:

Corley NA. Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37294


University of Georgia

30. Corley, Nicole Ali. Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes.

Degree: PhD, Social Work, 2017, University of Georgia

 Most research on African American students has explored the causes and consequences of academic failure. This fixation on negative outcomes has perpetuated deficit views of… (more)

Subjects/Keywords: Black Students; African American Students; Academic Success; Academic Achievement; Black Mothers; African American Mothers; Single Mothers; Social Work; Narrative Inquiry

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APA (6th Edition):

Corley, N. A. (2017). Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37137

Chicago Manual of Style (16th Edition):

Corley, Nicole Ali. “Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes.” 2017. Doctoral Dissertation, University of Georgia. Accessed February 28, 2020. http://hdl.handle.net/10724/37137.

MLA Handbook (7th Edition):

Corley, Nicole Ali. “Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes.” 2017. Web. 28 Feb 2020.

Vancouver:

Corley NA. Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10724/37137.

Council of Science Editors:

Corley NA. Shifting the discourse: an exploration of academic success among African American high school seniors from single-mother homes. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37137

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