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You searched for subject:(Community cultural wealth). Showing records 1 – 30 of 43 total matches.

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University of California – Riverside

1. Enriquez, JudelMay Castro. “You’re Going to Be Successful Much Faster Than I Was”: Community Cultural Wealth of Pilipino Parents and Their Children’s Academic Trajectories.

Degree: Education, 2017, University of California – Riverside

 Research is lacking on Pilipino-American parents' views and involvement in their children's educational and academic trajectories. In light of this, I wanted to understand how… (more)

Subjects/Keywords: Education; Community; Cultural; Education; Parents; Pilipino; Wealth

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APA (6th Edition):

Enriquez, J. C. (2017). “You’re Going to Be Successful Much Faster Than I Was”: Community Cultural Wealth of Pilipino Parents and Their Children’s Academic Trajectories. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4vm6r3zc

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):

Enriquez, JudelMay Castro. ““You’re Going to Be Successful Much Faster Than I Was”: Community Cultural Wealth of Pilipino Parents and Their Children’s Academic Trajectories.” 2017. Thesis, University of California – Riverside. Accessed December 12, 2019. http://www.escholarship.org/uc/item/4vm6r3zc.

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

MLA Handbook (7th Edition):

Enriquez, JudelMay Castro. ““You’re Going to Be Successful Much Faster Than I Was”: Community Cultural Wealth of Pilipino Parents and Their Children’s Academic Trajectories.” 2017. Web. 12 Dec 2019.

Vancouver:

Enriquez JC. “You’re Going to Be Successful Much Faster Than I Was”: Community Cultural Wealth of Pilipino Parents and Their Children’s Academic Trajectories. [Internet] [Thesis]. University of California – Riverside; 2017. [cited 2019 Dec 12]. Available from: http://www.escholarship.org/uc/item/4vm6r3zc.

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

Council of Science Editors:

Enriquez JC. “You’re Going to Be Successful Much Faster Than I Was”: Community Cultural Wealth of Pilipino Parents and Their Children’s Academic Trajectories. [Thesis]. University of California – Riverside; 2017. Available from: http://www.escholarship.org/uc/item/4vm6r3zc

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


University of Illinois – Urbana-Champaign

2. Garcia Martinez, Mariana Ibeth. Mexicana scholars in the making: testimonios from the heartland.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 The last decade has seen an increase of research on the Latina/o educational experience spanning from Kindergarten to the undergraduate level. Scholars have also documented… (more)

Subjects/Keywords: Latinas; Doctoral Education; Community Cultural Wealth; Testimonio

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APA (6th Edition):

Garcia Martinez, M. I. (2016). Mexicana scholars in the making: testimonios from the heartland. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90787

Chicago Manual of Style (16th Edition):

Garcia Martinez, Mariana Ibeth. “Mexicana scholars in the making: testimonios from the heartland.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/90787.

MLA Handbook (7th Edition):

Garcia Martinez, Mariana Ibeth. “Mexicana scholars in the making: testimonios from the heartland.” 2016. Web. 12 Dec 2019.

Vancouver:

Garcia Martinez MI. Mexicana scholars in the making: testimonios from the heartland. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/90787.

Council of Science Editors:

Garcia Martinez MI. Mexicana scholars in the making: testimonios from the heartland. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90787


University of Texas – Austin

3. -1602-1642. A miracle on 19th Street : tracing the roots of resistance in the Blackland community.

Degree: MSin Community and Regional Planning, Community and Regional Planning, 2019, University of Texas – Austin

 In the 1980s, the University of Texas annexed swathes of the Blackland community in East Austin for its Campus Expansion Plan. The Blackland community rallied… (more)

Subjects/Keywords: Radical planning; Community capacity; Community resistance; Community cultural wealth

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APA (6th Edition):

-1602-1642. (2019). A miracle on 19th Street : tracing the roots of resistance in the Blackland community. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3431

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1602-1642. “A miracle on 19th Street : tracing the roots of resistance in the Blackland community.” 2019. Masters Thesis, University of Texas – Austin. Accessed December 12, 2019. http://dx.doi.org/10.26153/tsw/3431.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1602-1642. “A miracle on 19th Street : tracing the roots of resistance in the Blackland community.” 2019. Web. 12 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1602-1642. A miracle on 19th Street : tracing the roots of resistance in the Blackland community. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2019 Dec 12]. Available from: http://dx.doi.org/10.26153/tsw/3431.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1602-1642. A miracle on 19th Street : tracing the roots of resistance in the Blackland community. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3431

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


California State University – San Bernardino

4. Aguirre, Jenna. DANCING OUR WAY TO COLLEGE: A CASE STUDY OF COMMUNITY BASED FOLKLÓRICO FOSTERING COMMUNITY CULTURAL WEALTH TO INFLUENCE THE POST SECONDARY ASPIRATIONS, PATHWAYS AND TRANSFERABLE SKILLS OF LATINAS.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2019, California State University – San Bernardino

  Within the broader context of the representation of Latinas in higher education, the purpose of this study is to investigate the post-secondary aspirations of… (more)

Subjects/Keywords: Folklorico; Aspirations; Latinas; Community Cultural Wealth; Community Based Programs; Education

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

APA (6th Edition):

Aguirre, J. (2019). DANCING OUR WAY TO COLLEGE: A CASE STUDY OF COMMUNITY BASED FOLKLÓRICO FOSTERING COMMUNITY CULTURAL WEALTH TO INFLUENCE THE POST SECONDARY ASPIRATIONS, PATHWAYS AND TRANSFERABLE SKILLS OF LATINAS. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/814

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):

Aguirre, Jenna. “DANCING OUR WAY TO COLLEGE: A CASE STUDY OF COMMUNITY BASED FOLKLÓRICO FOSTERING COMMUNITY CULTURAL WEALTH TO INFLUENCE THE POST SECONDARY ASPIRATIONS, PATHWAYS AND TRANSFERABLE SKILLS OF LATINAS.” 2019. Thesis, California State University – San Bernardino. Accessed December 12, 2019. https://scholarworks.lib.csusb.edu/etd/814.

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

MLA Handbook (7th Edition):

Aguirre, Jenna. “DANCING OUR WAY TO COLLEGE: A CASE STUDY OF COMMUNITY BASED FOLKLÓRICO FOSTERING COMMUNITY CULTURAL WEALTH TO INFLUENCE THE POST SECONDARY ASPIRATIONS, PATHWAYS AND TRANSFERABLE SKILLS OF LATINAS.” 2019. Web. 12 Dec 2019.

Vancouver:

Aguirre J. DANCING OUR WAY TO COLLEGE: A CASE STUDY OF COMMUNITY BASED FOLKLÓRICO FOSTERING COMMUNITY CULTURAL WEALTH TO INFLUENCE THE POST SECONDARY ASPIRATIONS, PATHWAYS AND TRANSFERABLE SKILLS OF LATINAS. [Internet] [Thesis]. California State University – San Bernardino; 2019. [cited 2019 Dec 12]. Available from: https://scholarworks.lib.csusb.edu/etd/814.

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

Council of Science Editors:

Aguirre J. DANCING OUR WAY TO COLLEGE: A CASE STUDY OF COMMUNITY BASED FOLKLÓRICO FOSTERING COMMUNITY CULTURAL WEALTH TO INFLUENCE THE POST SECONDARY ASPIRATIONS, PATHWAYS AND TRANSFERABLE SKILLS OF LATINAS. [Thesis]. California State University – San Bernardino; 2019. Available from: https://scholarworks.lib.csusb.edu/etd/814

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


University of Utah

5. Valdez, Trina Marisa. A case study of community cultural wealth among ""mountain west"" chicana/o college students.

Degree: PhD, Education Leadership & Policy, 2015, University of Utah

 The purpose of this qualitative study was to identify some of the cultural wealth and resources that Chicano/Latino college students, families, and communities hold and… (more)

Subjects/Keywords: Chicana and Chicano; Community cultural wealth; Critical race theory; Cultural capital; Cultural wealth; Latina/o critical race theory

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APA (6th Edition):

Valdez, T. M. (2015). A case study of community cultural wealth among ""mountain west"" chicana/o college students. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3766/rec/14

Chicago Manual of Style (16th Edition):

Valdez, Trina Marisa. “A case study of community cultural wealth among ""mountain west"" chicana/o college students.” 2015. Doctoral Dissertation, University of Utah. Accessed December 12, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3766/rec/14.

MLA Handbook (7th Edition):

Valdez, Trina Marisa. “A case study of community cultural wealth among ""mountain west"" chicana/o college students.” 2015. Web. 12 Dec 2019.

Vancouver:

Valdez TM. A case study of community cultural wealth among ""mountain west"" chicana/o college students. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2019 Dec 12]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3766/rec/14.

Council of Science Editors:

Valdez TM. A case study of community cultural wealth among ""mountain west"" chicana/o college students. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3766/rec/14

6. Krywaruczenko, Stacey. After School Programs: Space For Caring and Community Cultural Wealth.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2016, University of San Francisco

  The number of after school programs have significantly increased over the past 100 years. These programs were initially conceived of as beneficial to a… (more)

Subjects/Keywords: after school programs; community cultural wealth; Other Education

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APA (6th Edition):

Krywaruczenko, S. (2016). After School Programs: Space For Caring and Community Cultural Wealth. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/438

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):

Krywaruczenko, Stacey. “After School Programs: Space For Caring and Community Cultural Wealth.” 2016. Thesis, University of San Francisco. Accessed December 12, 2019. https://repository.usfca.edu/capstone/438.

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

MLA Handbook (7th Edition):

Krywaruczenko, Stacey. “After School Programs: Space For Caring and Community Cultural Wealth.” 2016. Web. 12 Dec 2019.

Vancouver:

Krywaruczenko S. After School Programs: Space For Caring and Community Cultural Wealth. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Dec 12]. Available from: https://repository.usfca.edu/capstone/438.

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

Council of Science Editors:

Krywaruczenko S. After School Programs: Space For Caring and Community Cultural Wealth. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/438

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


Temple University

7. Menzies, Crystal Marie. AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS.

Degree: PhD, 2016, Temple University

Urban Education

Dominant education ideology focuses on the numerous challenges encountered by low-income Black youth in urban education settings. Although much of the research seeks… (more)

Subjects/Keywords: Education;

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

APA (6th Edition):

Menzies, C. M. (2016). AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,377080

Chicago Manual of Style (16th Edition):

Menzies, Crystal Marie. “AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS.” 2016. Doctoral Dissertation, Temple University. Accessed December 12, 2019. http://digital.library.temple.edu/u?/p245801coll10,377080.

MLA Handbook (7th Edition):

Menzies, Crystal Marie. “AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS.” 2016. Web. 12 Dec 2019.

Vancouver:

Menzies CM. AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Dec 12]. Available from: http://digital.library.temple.edu/u?/p245801coll10,377080.

Council of Science Editors:

Menzies CM. AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,377080


Northeastern University

8. Golden-Battle, Ashley L. Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students.

Degree: EdD, School of Education, 2017, Northeastern University

 Research indicates that when reviewing high school academic performance and standardized test resultstwo of the traditional measures of college readinessfirst generation and African American college… (more)

Subjects/Keywords: African American; college readiness; community cultural wealth; first-generation

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APA (6th Edition):

Golden-Battle, A. L. (2017). Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259442

Chicago Manual of Style (16th Edition):

Golden-Battle, Ashley L. “Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/D20259442.

MLA Handbook (7th Edition):

Golden-Battle, Ashley L. “Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students.” 2017. Web. 12 Dec 2019.

Vancouver:

Golden-Battle AL. Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/D20259442.

Council of Science Editors:

Golden-Battle AL. Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259442


University of Arizona

9. Villasenor, Elia M. Countering Colonialism in Border Communities: Leadership, Education, and the Politics of Multicultural Recognition .

Degree: 2016, University of Arizona

 Operating from Postcolonial theory and using Honneth (1994), and Taylor (1995) conception of Multicultural recognition, Yosso's (2005) Community Cultural Wealth, and studies on Culturally Responsive… (more)

Subjects/Keywords: Multicultural Recognition; Postcolonialism; Educational Leadership; Community Cultural Wealth

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APA (6th Edition):

Villasenor, E. M. (2016). Countering Colonialism in Border Communities: Leadership, Education, and the Politics of Multicultural Recognition . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/605200

Chicago Manual of Style (16th Edition):

Villasenor, Elia M. “Countering Colonialism in Border Communities: Leadership, Education, and the Politics of Multicultural Recognition .” 2016. Doctoral Dissertation, University of Arizona. Accessed December 12, 2019. http://hdl.handle.net/10150/605200.

MLA Handbook (7th Edition):

Villasenor, Elia M. “Countering Colonialism in Border Communities: Leadership, Education, and the Politics of Multicultural Recognition .” 2016. Web. 12 Dec 2019.

Vancouver:

Villasenor EM. Countering Colonialism in Border Communities: Leadership, Education, and the Politics of Multicultural Recognition . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10150/605200.

Council of Science Editors:

Villasenor EM. Countering Colonialism in Border Communities: Leadership, Education, and the Politics of Multicultural Recognition . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/605200

10. Teller, Christina. Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  The purpose of this study was to gain a better understanding of how first generation college students leverage both traditional forms of social capital… (more)

Subjects/Keywords: Community college; Community cultural wealth; First-generation college students; Social capital; Transfer; Higher Education

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APA (6th Edition):

Teller, C. (2016). Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/323

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):

Teller, Christina. “Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution.” 2016. Thesis, University of San Francisco. Accessed December 12, 2019. https://repository.usfca.edu/diss/323.

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

MLA Handbook (7th Edition):

Teller, Christina. “Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution.” 2016. Web. 12 Dec 2019.

Vancouver:

Teller C. Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Dec 12]. Available from: https://repository.usfca.edu/diss/323.

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

Council of Science Editors:

Teller C. Resilience and Resistance: How First Generation College Students Leverage Community Cultural Wealth and Social Capital to Successfully Transfer from a Community College to a Selective Four-year Institution. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/323

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


UCLA

11. Martin, Llanet. The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students.

Degree: Education, 2014, UCLA

 Latinas/os who enter postsecondary education through the community college have high aspirations but low transfer rates. Existing empirical studies that focus on Latina/o transfer issues… (more)

Subjects/Keywords: Community college education; Educational evaluation; Sociology of education; Community college; Community cultural wealth; Cultural capital; Latinas/os; Outreach programs; Transfer students

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APA (6th Edition):

Martin, L. (2014). The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/606359hk

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):

Martin, Llanet. “The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students.” 2014. Thesis, UCLA. Accessed December 12, 2019. http://www.escholarship.org/uc/item/606359hk.

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

MLA Handbook (7th Edition):

Martin, Llanet. “The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students.” 2014. Web. 12 Dec 2019.

Vancouver:

Martin L. The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Dec 12]. Available from: http://www.escholarship.org/uc/item/606359hk.

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

Council of Science Editors:

Martin L. The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/606359hk

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


Clemson University

12. Walker, De Morris. Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program.

Degree: PhD, Educational Leadership, 2016, Clemson University

 The United States' economic future and ability to compete in the global economy is dependent on increasing the nation's higher education attainment rates. The U.S.… (more)

Subjects/Keywords: College Access; College Choice; Community Cultural Wealth; First Generation College Student; Parent Involvement; Summer Programs

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APA (6th Edition):

Walker, D. M. (2016). Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1625

Chicago Manual of Style (16th Edition):

Walker, De Morris. “Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program.” 2016. Doctoral Dissertation, Clemson University. Accessed December 12, 2019. https://tigerprints.clemson.edu/all_dissertations/1625.

MLA Handbook (7th Edition):

Walker, De Morris. “Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program.” 2016. Web. 12 Dec 2019.

Vancouver:

Walker DM. Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program. [Internet] [Doctoral dissertation]. Clemson University; 2016. [cited 2019 Dec 12]. Available from: https://tigerprints.clemson.edu/all_dissertations/1625.

Council of Science Editors:

Walker DM. Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program. [Doctoral Dissertation]. Clemson University; 2016. Available from: https://tigerprints.clemson.edu/all_dissertations/1625


Clemson University

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

Degree: PhD, Educational Leadership, 2017, Clemson University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Preston, DeShawn C. “Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs.” 2017. Doctoral Dissertation, Clemson University. Accessed December 12, 2019. https://tigerprints.clemson.edu/all_dissertations/1931.

MLA Handbook (7th Edition):

Preston, DeShawn C. “Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs.” 2017. Web. 12 Dec 2019.

Vancouver:

Preston DC. Historically Black Colleges and Universities (HBCUs) Serving as a Community Cultural Wealth for African Americans Who Enroll in STEM Doctoral Programs. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2019 Dec 12]. Available from: https://tigerprints.clemson.edu/all_dissertations/1931.

Council of Science Editors:

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


Liberty University

14. Riggs, Jeremiah R. How Latina/O Family Values Impact Student Persistence To College Graduation: A Multi-Case Study.

Degree: 2018, Liberty University

 The purpose of this multi-case study is to discover the common family values of Latino families living in Chicago that were passed down from the… (more)

Subjects/Keywords: College Graduates; Community Cultural Wealth; Familial Capital; Family Values; Latino; Undocumented.; Education

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

APA (6th Edition):

Riggs, J. R. (2018). How Latina/O Family Values Impact Student Persistence To College Graduation: A Multi-Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1953

Chicago Manual of Style (16th Edition):

Riggs, Jeremiah R. “How Latina/O Family Values Impact Student Persistence To College Graduation: A Multi-Case Study.” 2018. Doctoral Dissertation, Liberty University. Accessed December 12, 2019. https://digitalcommons.liberty.edu/doctoral/1953.

MLA Handbook (7th Edition):

Riggs, Jeremiah R. “How Latina/O Family Values Impact Student Persistence To College Graduation: A Multi-Case Study.” 2018. Web. 12 Dec 2019.

Vancouver:

Riggs JR. How Latina/O Family Values Impact Student Persistence To College Graduation: A Multi-Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Dec 12]. Available from: https://digitalcommons.liberty.edu/doctoral/1953.

Council of Science Editors:

Riggs JR. How Latina/O Family Values Impact Student Persistence To College Graduation: A Multi-Case Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1953


University of California – Riverside

15. Casillas, Jacqueline. Long Term English Learners: Success for Some.

Degree: Education, 2018, University of California – Riverside

 Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and… (more)

Subjects/Keywords: Education; Community Cultural Wealth; English Learners; Long Term English Learners; Reclassified English Learners; Student Voice

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

APA (6th Edition):

Casillas, J. (2018). Long Term English Learners: Success for Some. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/1vd9p1v6

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):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Thesis, University of California – Riverside. Accessed December 12, 2019. http://www.escholarship.org/uc/item/1vd9p1v6.

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

MLA Handbook (7th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Web. 12 Dec 2019.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Dec 12]. Available from: http://www.escholarship.org/uc/item/1vd9p1v6.

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

Council of Science Editors:

Casillas J. Long Term English Learners: Success for Some. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/1vd9p1v6

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


Texas Tech University

16. -5464-3907. Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

 The purpose of this qualitative case study was to explore and describe how life experiences of first-generation Latina/o teacher candidates of immigrant parents led them… (more)

Subjects/Keywords: Latina/o teacher candidates; community cultural wealth; non-traditional teacher preparation program

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APA (6th Edition):

-5464-3907. (2018). Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74441

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5464-3907. “Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth.” 2018. Doctoral Dissertation, Texas Tech University. Accessed December 12, 2019. http://hdl.handle.net/2346/74441.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5464-3907. “Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth.” 2018. Web. 12 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5464-3907. Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2346/74441.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5464-3907. Exploring the academic resilience of first generation Latina/o teacher candidates of immigrant parents in a non-traditional teacher preparation program through the lens of community cultural wealth. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74441

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of California – Merced

17. Acosta, Christina Irene. Transformative historical capital: community cultural wealth's role in the outcome of Gonzalez v. Douglas.

Degree: Social Sciences, 2018, University of California – Merced

 In the summer of 2017, Gonzalez vs. Douglas overturned the ban on ethnic studies in the state of Arizona. Although law ARS 15-112 prohibited ethnic… (more)

Subjects/Keywords: Sociology; Chicanx Studies; Community Cultural Wealth; Ethnic Studies; Mexican American Studies; Transformative Historical Capital; Tucson

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

APA (6th Edition):

Acosta, C. I. (2018). Transformative historical capital: community cultural wealth's role in the outcome of Gonzalez v. Douglas. (Thesis). University of California – Merced. Retrieved from http://www.escholarship.org/uc/item/0xs5r52s

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):

Acosta, Christina Irene. “Transformative historical capital: community cultural wealth's role in the outcome of Gonzalez v. Douglas.” 2018. Thesis, University of California – Merced. Accessed December 12, 2019. http://www.escholarship.org/uc/item/0xs5r52s.

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

MLA Handbook (7th Edition):

Acosta, Christina Irene. “Transformative historical capital: community cultural wealth's role in the outcome of Gonzalez v. Douglas.” 2018. Web. 12 Dec 2019.

Vancouver:

Acosta CI. Transformative historical capital: community cultural wealth's role in the outcome of Gonzalez v. Douglas. [Internet] [Thesis]. University of California – Merced; 2018. [cited 2019 Dec 12]. Available from: http://www.escholarship.org/uc/item/0xs5r52s.

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

Council of Science Editors:

Acosta CI. Transformative historical capital: community cultural wealth's role in the outcome of Gonzalez v. Douglas. [Thesis]. University of California – Merced; 2018. Available from: http://www.escholarship.org/uc/item/0xs5r52s

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


University of Texas – Austin

18. -0889-8148. Storied moments : foregrounding community cultural wealth through digital storytelling.

Degree: MFA, Theatre, 2018, University of Texas – Austin

 Schools have historically been sites of acculturation, highly influenced by political issues. Concepts such as “subtractive schooling,” explain that schools that de-value young immigrants’ perspectives,… (more)

Subjects/Keywords: Digital storytelling; Applied theatre; Community cultural wealth; Critical race theory; Subtractive schooling

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APA (6th Edition):

-0889-8148. (2018). Storied moments : foregrounding community cultural wealth through digital storytelling. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67673

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0889-8148. “Storied moments : foregrounding community cultural wealth through digital storytelling.” 2018. Masters Thesis, University of Texas – Austin. Accessed December 12, 2019. http://hdl.handle.net/2152/67673.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0889-8148. “Storied moments : foregrounding community cultural wealth through digital storytelling.” 2018. Web. 12 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0889-8148. Storied moments : foregrounding community cultural wealth through digital storytelling. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2152/67673.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0889-8148. Storied moments : foregrounding community cultural wealth through digital storytelling. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67673

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas State University – San Marcos

19. Gamez, Blanca Ursula. The Lived Experiences of the Latinx Mentor and The Role of Community Cultural Wealth.

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

 This qualitative research study explored the phenomena that surrounds the Latinx mentor and the Community Cultural Wealth (CCW) six forms of capital (Yosso, 2005) utilized… (more)

Subjects/Keywords: Latinx; Mentor; Lived Experiences; Community Cultural Wealth; Hispanic Americans – Education (Higher) – United States; Phenomenology

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

APA (6th Edition):

Gamez, B. U. (2017). The Lived Experiences of the Latinx Mentor and The Role of Community Cultural Wealth. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6919

Chicago Manual of Style (16th Edition):

Gamez, Blanca Ursula. “The Lived Experiences of the Latinx Mentor and The Role of Community Cultural Wealth.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 12, 2019. https://digital.library.txstate.edu/handle/10877/6919.

MLA Handbook (7th Edition):

Gamez, Blanca Ursula. “The Lived Experiences of the Latinx Mentor and The Role of Community Cultural Wealth.” 2017. Web. 12 Dec 2019.

Vancouver:

Gamez BU. The Lived Experiences of the Latinx Mentor and The Role of Community Cultural Wealth. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Dec 12]. Available from: https://digital.library.txstate.edu/handle/10877/6919.

Council of Science Editors:

Gamez BU. The Lived Experiences of the Latinx Mentor and The Role of Community Cultural Wealth. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6919


University of Arizona

20. Salcido, Judith Denise. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .

Degree: 2014, University of Arizona

 Most research on low-income, racial minority students' access to higher education has been conducted in urban communities. Little research explores these students' experiences within rural… (more)

Subjects/Keywords: "community cultural wealth"; higher educational trajectories; Language, Reading & Culture; alternative forms of capital

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

APA (6th Edition):

Salcido, J. D. (2014). Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/323243

Chicago Manual of Style (16th Edition):

Salcido, Judith Denise. “Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .” 2014. Masters Thesis, University of Arizona. Accessed December 12, 2019. http://hdl.handle.net/10150/323243.

MLA Handbook (7th Edition):

Salcido, Judith Denise. “Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .” 2014. Web. 12 Dec 2019.

Vancouver:

Salcido JD. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . [Internet] [Masters thesis]. University of Arizona; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10150/323243.

Council of Science Editors:

Salcido JD. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . [Masters Thesis]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/323243


Colorado State University

21. Rubinson, Amy. Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth.

Degree: PhD, Education, 2017, Colorado State University

 This is the primary abstract to my three-part dissertation research project. This publication includes two introductory chapters that provide background information and the theoretical framing… (more)

Subjects/Keywords: Community cultural wealth; Critical race theory; Youth of color; Counternarrative; Bioecology; Out-of-schooltime programs

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

APA (6th Edition):

Rubinson, A. (2017). Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178929

Chicago Manual of Style (16th Edition):

Rubinson, Amy. “Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth.” 2017. Doctoral Dissertation, Colorado State University. Accessed December 12, 2019. http://hdl.handle.net/10217/178929.

MLA Handbook (7th Edition):

Rubinson, Amy. “Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth.” 2017. Web. 12 Dec 2019.

Vancouver:

Rubinson A. Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10217/178929.

Council of Science Editors:

Rubinson A. Relation of out-of-schooltime program participation to [STEM] academic outcomes for underrepresented youth. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/178929


University of Illinois – Urbana-Champaign

22. Slates, Angela M. Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 Women, African Americans, Latinos and Native Americans are underrepresented in STEM at the high school, college, and careers levels. For underrepresented groups, many efforts may… (more)

Subjects/Keywords: STEM Education; African American Education; Community Informatics; Constructivist Grounded Theory; Robotics; Education; Qualitative Inquiry; STEM; Community Cultural Wealth

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

APA (6th Edition):

Slates, A. M. (2016). Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92990

Chicago Manual of Style (16th Edition):

Slates, Angela M. “Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 12, 2019. http://hdl.handle.net/2142/92990.

MLA Handbook (7th Edition):

Slates, Angela M. “Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants.” 2016. Web. 12 Dec 2019.

Vancouver:

Slates AM. Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2142/92990.

Council of Science Editors:

Slates AM. Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92990

23. Eugster, Jackie M. With Language Brings Light: Narratives by Deaf Ethiopians and their Right to Sign Language.

Degree: MAin Human Rights Education (HRE), International and Multicultural Education (IME), 2017, University of San Francisco

  The goal of this case study is to share the narratives of Deaf individuals in Ethiopia and how the Deaf community uses Deaf Community(more)

Subjects/Keywords: Deaf Studies; American Sign Language; Ethiopian Sign Language; Community Cultural Wealth; photovoice; language rights; Other Education

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

APA (6th Edition):

Eugster, J. M. (2017). With Language Brings Light: Narratives by Deaf Ethiopians and their Right to Sign Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/219

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):

Eugster, Jackie M. “With Language Brings Light: Narratives by Deaf Ethiopians and their Right to Sign Language.” 2017. Thesis, University of San Francisco. Accessed December 12, 2019. https://repository.usfca.edu/thes/219.

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

MLA Handbook (7th Edition):

Eugster, Jackie M. “With Language Brings Light: Narratives by Deaf Ethiopians and their Right to Sign Language.” 2017. Web. 12 Dec 2019.

Vancouver:

Eugster JM. With Language Brings Light: Narratives by Deaf Ethiopians and their Right to Sign Language. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Dec 12]. Available from: https://repository.usfca.edu/thes/219.

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

Council of Science Editors:

Eugster JM. With Language Brings Light: Narratives by Deaf Ethiopians and their Right to Sign Language. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/thes/219

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

24. Kester, Rebekah. Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach.

Degree: PhD, Educational Administration and Policy Studies, 2017, U of Denver

  This study examined a variety of sources of influence for traditionally underrepresented students at a primarily White institution of higher education. The sources of… (more)

Subjects/Keywords: College Access; Community Cultural Wealth; Funds of Knowledge; Social Network Analysis; Social Resource Theory; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Kester, R. (2017). Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1315

Chicago Manual of Style (16th Edition):

Kester, Rebekah. “Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach.” 2017. Doctoral Dissertation, U of Denver. Accessed December 12, 2019. https://digitalcommons.du.edu/etd/1315.

MLA Handbook (7th Edition):

Kester, Rebekah. “Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach.” 2017. Web. 12 Dec 2019.

Vancouver:

Kester R. Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach. [Internet] [Doctoral dissertation]. U of Denver; 2017. [cited 2019 Dec 12]. Available from: https://digitalcommons.du.edu/etd/1315.

Council of Science Editors:

Kester R. Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach. [Doctoral Dissertation]. U of Denver; 2017. Available from: https://digitalcommons.du.edu/etd/1315


California State University – Sacramento

25. Stevens, Francine. Racial identity, religious participation and stereotype threat: the impact on student educational outcomes.

Degree: 2011, California State University – Sacramento

 The purpose of this study was to examine the relationship between middle/high school students??? racial identity, religious participation, and perception of stereotype threat and the… (more)

Subjects/Keywords: Black church; African American; Critical race theory; Youth development; Microagressions; Community cultural wealth; Protective factors; Resiliency; Academic engagement; Academic identity

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

APA (6th Edition):

Stevens, F. (2011). Racial identity, religious participation and stereotype threat: the impact on student educational outcomes. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1187

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):

Stevens, Francine. “Racial identity, religious participation and stereotype threat: the impact on student educational outcomes.” 2011. Thesis, California State University – Sacramento. Accessed December 12, 2019. http://hdl.handle.net/10211.9/1187.

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

MLA Handbook (7th Edition):

Stevens, Francine. “Racial identity, religious participation and stereotype threat: the impact on student educational outcomes.” 2011. Web. 12 Dec 2019.

Vancouver:

Stevens F. Racial identity, religious participation and stereotype threat: the impact on student educational outcomes. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10211.9/1187.

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

Council of Science Editors:

Stevens F. Racial identity, religious participation and stereotype threat: the impact on student educational outcomes. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1187

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


UCLA

26. Hernandez, Angelica Victoria. Crawling through the educational pipeline: Latinas, poverty y educación.

Degree: Education, 2012, UCLA

 In the academic literature, the daily lives of Latinas are rarely told by Latinas themselves. Data on the lives of this population come out in… (more)

Subjects/Keywords: Education; Sociology of education; Women's studies; Community Cultural Wealth; Critical Race Theory; Educational Pipeline; Latinas; Pedagogy of Poverty; Poverty

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

APA (6th Edition):

Hernandez, A. V. (2012). Crawling through the educational pipeline: Latinas, poverty y educación. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7hc3f05d

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):

Hernandez, Angelica Victoria. “Crawling through the educational pipeline: Latinas, poverty y educación.” 2012. Thesis, UCLA. Accessed December 12, 2019. http://www.escholarship.org/uc/item/7hc3f05d.

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

MLA Handbook (7th Edition):

Hernandez, Angelica Victoria. “Crawling through the educational pipeline: Latinas, poverty y educación.” 2012. Web. 12 Dec 2019.

Vancouver:

Hernandez AV. Crawling through the educational pipeline: Latinas, poverty y educación. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Dec 12]. Available from: http://www.escholarship.org/uc/item/7hc3f05d.

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

Council of Science Editors:

Hernandez AV. Crawling through the educational pipeline: Latinas, poverty y educación. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/7hc3f05d

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


UCLA

27. Lara, Tarcio Vinicio. Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School.

Degree: Education, 2017, UCLA

 This ethnographic case study examined the processes of a Title I elementary arts academy in developing, implementing, and sustaining an arts integrated curriculum in relation… (more)

Subjects/Keywords: Educational leadership; Education; Art education; Arts Integration; Case Study; Common Core State Standards; Community Cultural Wealth; Critical Pedagogy

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

APA (6th Edition):

Lara, T. V. (2017). Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3556m0k4

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):

Lara, Tarcio Vinicio. “Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School.” 2017. Thesis, UCLA. Accessed December 12, 2019. http://www.escholarship.org/uc/item/3556m0k4.

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

MLA Handbook (7th Edition):

Lara, Tarcio Vinicio. “Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School.” 2017. Web. 12 Dec 2019.

Vancouver:

Lara TV. Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Dec 12]. Available from: http://www.escholarship.org/uc/item/3556m0k4.

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

Council of Science Editors:

Lara TV. Arts Integration, Common Core, and Cultural Wealth: An Ethnographic Case Study of a Title I Elementary School. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/3556m0k4

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


Iowa State University

28. Del Real, Manuel. Living the creed: How chapters of Sigma Lambda Beta International Fraternity, Inc., contribute to civic engagement.

Degree: 2017, Iowa State University

 National associations such as the Association of American Colleges and Universities (AAC&U) and Campus Compact create initiatives that promote service-learning and campus based service programs… (more)

Subjects/Keywords: Civic Engagement; Community Cultural Wealth; Latino Greek-letter Organizations; Higher Education Administration; Higher Education and Teaching

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

APA (6th Edition):

Del Real, M. (2017). Living the creed: How chapters of Sigma Lambda Beta International Fraternity, Inc., contribute to civic engagement. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15510

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):

Del Real, Manuel. “Living the creed: How chapters of Sigma Lambda Beta International Fraternity, Inc., contribute to civic engagement.” 2017. Thesis, Iowa State University. Accessed December 12, 2019. https://lib.dr.iastate.edu/etd/15510.

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

MLA Handbook (7th Edition):

Del Real, Manuel. “Living the creed: How chapters of Sigma Lambda Beta International Fraternity, Inc., contribute to civic engagement.” 2017. Web. 12 Dec 2019.

Vancouver:

Del Real M. Living the creed: How chapters of Sigma Lambda Beta International Fraternity, Inc., contribute to civic engagement. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Dec 12]. Available from: https://lib.dr.iastate.edu/etd/15510.

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

Council of Science Editors:

Del Real M. Living the creed: How chapters of Sigma Lambda Beta International Fraternity, Inc., contribute to civic engagement. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15510

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


Northeastern University

29. Rendón, Mary Jo. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this study is to examine the stories of immigrant Guatemalan parents who have children in a public high school located in Massachusetts.… (more)

Subjects/Keywords: community cultural wealth; critical pedagogy; critical race theory; family engagement; guatemalan immigrants; Latina/o race theory

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

APA (6th Edition):

Rendón, M. J. (2016). An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320122

Chicago Manual of Style (16th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 12, 2019. http://hdl.handle.net/2047/D20320122.

MLA Handbook (7th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.” 2016. Web. 12 Dec 2019.

Vancouver:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2047/D20320122.

Council of Science Editors:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20320122


University of Arizona

30. Tessman, Darcy. Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools .

Degree: 2016, University of Arizona

 In education today, Latino populations are growing, but Telles and Ortiz (2013) claim they account for the lowest academic levels and the highest levels of… (more)

Subjects/Keywords: Ethic of Care; Latino Parent Involvement; Social Justice; Trust; US-Mexico Border; Educational Leadership & Policy; Community Cultural Wealth

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

APA (6th Edition):

Tessman, D. (2016). Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612872

Chicago Manual of Style (16th Edition):

Tessman, Darcy. “Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools .” 2016. Doctoral Dissertation, University of Arizona. Accessed December 12, 2019. http://hdl.handle.net/10150/612872.

MLA Handbook (7th Edition):

Tessman, Darcy. “Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools .” 2016. Web. 12 Dec 2019.

Vancouver:

Tessman D. Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10150/612872.

Council of Science Editors:

Tessman D. Narrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schools . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612872

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