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You searched for subject:(Discrimination in education). Showing records 1 – 30 of 389 total matches.

[1] [2] [3] [4] [5] … [13]

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University of Wisconsin – La Cross

1. Jorgenson, Christopher J. “I don’t want to be here”: Perceptions of persistence among lgbtq+ students of color at predominantly white institutions of higher education.

Degree: 2020, University of Wisconsin – La Cross

 LGBTQ+ college students of color–living at the nexus of race, sexuality, and gender–are at risk of higher rates of attrition, exacerbated by institutions whose student… (more)

Subjects/Keywords: Education; College Students; Discrimination in higher education

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APA (6th Edition):

Jorgenson, C. J. (2020). “I don’t want to be here”: Perceptions of persistence among lgbtq+ students of color at predominantly white institutions of higher education. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/80348

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):

Jorgenson, Christopher J. ““I don’t want to be here”: Perceptions of persistence among lgbtq+ students of color at predominantly white institutions of higher education.” 2020. Thesis, University of Wisconsin – La Cross. Accessed April 13, 2021. http://digital.library.wisc.edu/1793/80348.

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

MLA Handbook (7th Edition):

Jorgenson, Christopher J. ““I don’t want to be here”: Perceptions of persistence among lgbtq+ students of color at predominantly white institutions of higher education.” 2020. Web. 13 Apr 2021.

Vancouver:

Jorgenson CJ. “I don’t want to be here”: Perceptions of persistence among lgbtq+ students of color at predominantly white institutions of higher education. [Internet] [Thesis]. University of Wisconsin – La Cross; 2020. [cited 2021 Apr 13]. Available from: http://digital.library.wisc.edu/1793/80348.

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

Council of Science Editors:

Jorgenson CJ. “I don’t want to be here”: Perceptions of persistence among lgbtq+ students of color at predominantly white institutions of higher education. [Thesis]. University of Wisconsin – La Cross; 2020. Available from: http://digital.library.wisc.edu/1793/80348

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


University of Johannesburg

2. Lanner, Francois Antonie. Women and work : an exploratory study on problems and perspectives relating to the apparent inability of women teachers to break through the glass ceiling.

Degree: 2012, University of Johannesburg

M.B.A.

The aim of this research is to determine whether a glass ceiling does exist in education, and if so, possible reasons why women teachers… (more)

Subjects/Keywords: Women teachers; Sex discrimination in education; Sex discrimination in employment

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APA (6th Edition):

Lanner, F. A. (2012). Women and work : an exploratory study on problems and perspectives relating to the apparent inability of women teachers to break through the glass ceiling. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6632

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):

Lanner, Francois Antonie. “Women and work : an exploratory study on problems and perspectives relating to the apparent inability of women teachers to break through the glass ceiling.” 2012. Thesis, University of Johannesburg. Accessed April 13, 2021. http://hdl.handle.net/10210/6632.

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

MLA Handbook (7th Edition):

Lanner, Francois Antonie. “Women and work : an exploratory study on problems and perspectives relating to the apparent inability of women teachers to break through the glass ceiling.” 2012. Web. 13 Apr 2021.

Vancouver:

Lanner FA. Women and work : an exploratory study on problems and perspectives relating to the apparent inability of women teachers to break through the glass ceiling. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10210/6632.

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

Council of Science Editors:

Lanner FA. Women and work : an exploratory study on problems and perspectives relating to the apparent inability of women teachers to break through the glass ceiling. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6632

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


University of Utah

3. Franklin, Jeremy David. Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress.

Degree: MS;, Education, Culture & Society;, 2008, University of Utah

 Amid growing concern over the campus racial climate for historically marginalized populations on historically White college campuses, the current study examined how a student's institutional… (more)

Subjects/Keywords: Minorities; Discrimination in higher education; United States

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APA (6th Edition):

Franklin, J. D. (2008). Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727

Chicago Manual of Style (16th Edition):

Franklin, Jeremy David. “Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress.” 2008. Masters Thesis, University of Utah. Accessed April 13, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727.

MLA Handbook (7th Edition):

Franklin, Jeremy David. “Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress.” 2008. Web. 13 Apr 2021.

Vancouver:

Franklin JD. Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2021 Apr 13]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727.

Council of Science Editors:

Franklin JD. Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress. [Masters Thesis]. University of Utah; 2008. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727

4. Lockwood, Mary Molly. Holding accountability accountable: how the American myth of meritocracy legitimizes social inequality and containment practices in education .

Degree: 2013, California State University – San Marcos

 Meritocracy is often mentioned in discussions of social inequality, stratification, oppression and "White Privilege," but it is seldom investigated as to its ubiquitous role as… (more)

Subjects/Keywords: Equality  – United States; Discrimination in education

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APA (6th Edition):

Lockwood, M. M. (2013). Holding accountability accountable: how the American myth of meritocracy legitimizes social inequality and containment practices in education . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/470

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):

Lockwood, Mary Molly. “Holding accountability accountable: how the American myth of meritocracy legitimizes social inequality and containment practices in education .” 2013. Thesis, California State University – San Marcos. Accessed April 13, 2021. http://hdl.handle.net/10211.8/470.

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

MLA Handbook (7th Edition):

Lockwood, Mary Molly. “Holding accountability accountable: how the American myth of meritocracy legitimizes social inequality and containment practices in education .” 2013. Web. 13 Apr 2021.

Vancouver:

Lockwood MM. Holding accountability accountable: how the American myth of meritocracy legitimizes social inequality and containment practices in education . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10211.8/470.

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

Council of Science Editors:

Lockwood MM. Holding accountability accountable: how the American myth of meritocracy legitimizes social inequality and containment practices in education . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/470

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


California State University – Sacramento

5. Kampatza, Nikoletta. A pathway to educational equity: investigating the inclusivity of college campuses for transgender students and strategies for improvement.

Degree: MA, Education (Behavioral Science Gender Equity Studies, 2020, California State University – Sacramento

 Statement of Problem: Anderson (2011) has documented that since 1980, college students experience pain regarding their gender identities, and sexual orientation. Often times, many lesbian,… (more)

Subjects/Keywords: Transgender people; Discrimination in higher education

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APA (6th Edition):

Kampatza, N. (2020). A pathway to educational equity: investigating the inclusivity of college campuses for transgender students and strategies for improvement. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/215238

Chicago Manual of Style (16th Edition):

Kampatza, Nikoletta. “A pathway to educational equity: investigating the inclusivity of college campuses for transgender students and strategies for improvement.” 2020. Masters Thesis, California State University – Sacramento. Accessed April 13, 2021. http://hdl.handle.net/10211.3/215238.

MLA Handbook (7th Edition):

Kampatza, Nikoletta. “A pathway to educational equity: investigating the inclusivity of college campuses for transgender students and strategies for improvement.” 2020. Web. 13 Apr 2021.

Vancouver:

Kampatza N. A pathway to educational equity: investigating the inclusivity of college campuses for transgender students and strategies for improvement. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10211.3/215238.

Council of Science Editors:

Kampatza N. A pathway to educational equity: investigating the inclusivity of college campuses for transgender students and strategies for improvement. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/215238


Georgia Tech

6. Daniels, Charles Eb. The elimination of segregation in housing, employment and education.

Degree: MS, City planning, 1977, Georgia Tech

Subjects/Keywords: Discrimination in education; Discrimination in employment; Discrimination in housing

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APA (6th Edition):

Daniels, C. E. (1977). The elimination of segregation in housing, employment and education. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/21496

Chicago Manual of Style (16th Edition):

Daniels, Charles Eb. “The elimination of segregation in housing, employment and education.” 1977. Masters Thesis, Georgia Tech. Accessed April 13, 2021. http://hdl.handle.net/1853/21496.

MLA Handbook (7th Edition):

Daniels, Charles Eb. “The elimination of segregation in housing, employment and education.” 1977. Web. 13 Apr 2021.

Vancouver:

Daniels CE. The elimination of segregation in housing, employment and education. [Internet] [Masters thesis]. Georgia Tech; 1977. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1853/21496.

Council of Science Editors:

Daniels CE. The elimination of segregation in housing, employment and education. [Masters Thesis]. Georgia Tech; 1977. Available from: http://hdl.handle.net/1853/21496


Michigan State University

7. Taylor, Gwendolyn M. Historical crises and the persistence of inequality in an advanced industrial state – a case study : employment, education, and inequality.

Degree: PhD, 1980, Michigan State University

Subjects/Keywords: Discrimination in education; Discrimination in employment

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APA (6th Edition):

Taylor, G. M. (1980). Historical crises and the persistence of inequality in an advanced industrial state – a case study : employment, education, and inequality. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:37413

Chicago Manual of Style (16th Edition):

Taylor, Gwendolyn M. “Historical crises and the persistence of inequality in an advanced industrial state – a case study : employment, education, and inequality.” 1980. Doctoral Dissertation, Michigan State University. Accessed April 13, 2021. http://etd.lib.msu.edu/islandora/object/etd:37413.

MLA Handbook (7th Edition):

Taylor, Gwendolyn M. “Historical crises and the persistence of inequality in an advanced industrial state – a case study : employment, education, and inequality.” 1980. Web. 13 Apr 2021.

Vancouver:

Taylor GM. Historical crises and the persistence of inequality in an advanced industrial state – a case study : employment, education, and inequality. [Internet] [Doctoral dissertation]. Michigan State University; 1980. [cited 2021 Apr 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:37413.

Council of Science Editors:

Taylor GM. Historical crises and the persistence of inequality in an advanced industrial state – a case study : employment, education, and inequality. [Doctoral Dissertation]. Michigan State University; 1980. Available from: http://etd.lib.msu.edu/islandora/object/etd:37413


University of North Carolina – Greensboro

8. Voigt, Julie. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.

Degree: 2017, University of North Carolina – Greensboro

 The central purpose of this research is to make whiteness visible, to help white students’ overcome resistance to and denial of racism, white privilege, and… (more)

Subjects/Keywords: Privilege (Social psychology); Discrimination in education; Racism in education; Critical pedagogy

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APA (6th Edition):

Voigt, J. (2017). Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623

Chicago Manual of Style (16th Edition):

Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 13, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623.

MLA Handbook (7th Edition):

Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Web. 13 Apr 2021.

Vancouver:

Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623.

Council of Science Editors:

Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623

9. NC DOCKS at The University of North Carolina at Greensboro; Voigt, Julie. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.

Degree: 2017, NC Docks

 The central purpose of this research is to make whiteness visible, to help white students’ overcome resistance to and denial of racism, white privilege, and… (more)

Subjects/Keywords: Privilege (Social psychology); Discrimination in education; Racism in education; Critical pedagogy

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Voigt, J. (2017). Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf

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

Chicago Manual of Style (16th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Web. 13 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Internet] [Thesis]. NC Docks; 2017. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf

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


Columbia University

10. Dansby Russell, Megan. Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads.

Degree: 2020, Columbia University

 Many explanations for why students leave engineering programs fail to look more closely at unique help-seeking cultural norms of first-generation (“first-gen”) students that tend to… (more)

Subjects/Keywords: Education; Engineering – Study and teaching (Higher); Race discrimination; Discrimination in higher education; College teachers – Attitudes

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APA (6th Edition):

Dansby Russell, M. (2020). Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-kgs7-bs76

Chicago Manual of Style (16th Edition):

Dansby Russell, Megan. “Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads.” 2020. Doctoral Dissertation, Columbia University. Accessed April 13, 2021. https://doi.org/10.7916/d8-kgs7-bs76.

MLA Handbook (7th Edition):

Dansby Russell, Megan. “Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads.” 2020. Web. 13 Apr 2021.

Vancouver:

Dansby Russell M. Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Apr 13]. Available from: https://doi.org/10.7916/d8-kgs7-bs76.

Council of Science Editors:

Dansby Russell M. Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-kgs7-bs76

11. Crofts, Melanie. The impact of the Public Sector Equality Duties on higher education : a case study.

Degree: PhD, 2013, University of Northampton

 The Public Sector Equality Duties (PSEDs) are a radical development in anti-discrimination legislation due to the emphasis on the need for public authorities to be… (more)

Subjects/Keywords: 340; LC212 Discrimination in education; KD4095 Discrimination; LC165 Higher education and the state

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APA (6th Edition):

Crofts, M. (2013). The impact of the Public Sector Equality Duties on higher education : a case study. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/21659302-bdf8-473b-b9ce-9d81813a6a4a ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618256

Chicago Manual of Style (16th Edition):

Crofts, Melanie. “The impact of the Public Sector Equality Duties on higher education : a case study.” 2013. Doctoral Dissertation, University of Northampton. Accessed April 13, 2021. https://pure.northampton.ac.uk/en/studentTheses/21659302-bdf8-473b-b9ce-9d81813a6a4a ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618256.

MLA Handbook (7th Edition):

Crofts, Melanie. “The impact of the Public Sector Equality Duties on higher education : a case study.” 2013. Web. 13 Apr 2021.

Vancouver:

Crofts M. The impact of the Public Sector Equality Duties on higher education : a case study. [Internet] [Doctoral dissertation]. University of Northampton; 2013. [cited 2021 Apr 13]. Available from: https://pure.northampton.ac.uk/en/studentTheses/21659302-bdf8-473b-b9ce-9d81813a6a4a ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618256.

Council of Science Editors:

Crofts M. The impact of the Public Sector Equality Duties on higher education : a case study. [Doctoral Dissertation]. University of Northampton; 2013. Available from: https://pure.northampton.ac.uk/en/studentTheses/21659302-bdf8-473b-b9ce-9d81813a6a4a ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618256


Columbia University

12. Simon, Mara. A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts.

Degree: 2018, Columbia University

 Ethnic minority female physical education (PE) teachers who work in predominantly white schools may face multiple forms of marginalization and oppression due to the embodiment… (more)

Subjects/Keywords: Physical education and training; Women physical education teachers; Discrimination in education; Sex discrimination in education; Minorities

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APA (6th Edition):

Simon, M. (2018). A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8SJ331H

Chicago Manual of Style (16th Edition):

Simon, Mara. “A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts.” 2018. Doctoral Dissertation, Columbia University. Accessed April 13, 2021. https://doi.org/10.7916/D8SJ331H.

MLA Handbook (7th Edition):

Simon, Mara. “A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts.” 2018. Web. 13 Apr 2021.

Vancouver:

Simon M. A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Apr 13]. Available from: https://doi.org/10.7916/D8SJ331H.

Council of Science Editors:

Simon M. A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8SJ331H


University of Zambia

13. Muninde, Moonga Praxedes. Gender Stereotypes in Teachers Running of Co-Curricular Activities at Rhodes Park and Silver Springs Schools .

Degree: 2016, University of Zambia

 This study endeavored to assess gender stereotypes in teachers’ running of co-curricular activities at Rhodes Park and Silver Spring Schools in Lusaka District. The research… (more)

Subjects/Keywords: Marginality, Social.; Sex discrimination against women – Zambia; Sex discrimination in education – Zambia

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APA (6th Edition):

Muninde, M. P. (2016). Gender Stereotypes in Teachers Running of Co-Curricular Activities at Rhodes Park and Silver Springs Schools . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4884

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):

Muninde, Moonga Praxedes. “Gender Stereotypes in Teachers Running of Co-Curricular Activities at Rhodes Park and Silver Springs Schools .” 2016. Thesis, University of Zambia. Accessed April 13, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4884.

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

MLA Handbook (7th Edition):

Muninde, Moonga Praxedes. “Gender Stereotypes in Teachers Running of Co-Curricular Activities at Rhodes Park and Silver Springs Schools .” 2016. Web. 13 Apr 2021.

Vancouver:

Muninde MP. Gender Stereotypes in Teachers Running of Co-Curricular Activities at Rhodes Park and Silver Springs Schools . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Apr 13]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4884.

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

Council of Science Editors:

Muninde MP. Gender Stereotypes in Teachers Running of Co-Curricular Activities at Rhodes Park and Silver Springs Schools . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4884

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


Columbia University

14. Rodriguez Andrade, Viviana. Essay on Economics of Education.

Degree: 2021, Columbia University

 This dissertation consists of three studies on the economics of education and labor economics. The first essay seeks to deepen understanding of high school student… (more)

Subjects/Keywords: Education and state; School management and organization; Economics; Discrimination in employment; Race discrimination

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APA (6th Edition):

Rodriguez Andrade, V. (2021). Essay on Economics of Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-gjz5-ft89

Chicago Manual of Style (16th Edition):

Rodriguez Andrade, Viviana. “Essay on Economics of Education.” 2021. Doctoral Dissertation, Columbia University. Accessed April 13, 2021. https://doi.org/10.7916/d8-gjz5-ft89.

MLA Handbook (7th Edition):

Rodriguez Andrade, Viviana. “Essay on Economics of Education.” 2021. Web. 13 Apr 2021.

Vancouver:

Rodriguez Andrade V. Essay on Economics of Education. [Internet] [Doctoral dissertation]. Columbia University; 2021. [cited 2021 Apr 13]. Available from: https://doi.org/10.7916/d8-gjz5-ft89.

Council of Science Editors:

Rodriguez Andrade V. Essay on Economics of Education. [Doctoral Dissertation]. Columbia University; 2021. Available from: https://doi.org/10.7916/d8-gjz5-ft89


California State University – Sacramento

15. Wong, Lillie. Stereotype threat and its effects on female students of color in math confidence.

Degree: 2019, California State University – Sacramento

Research questions: Which population groups experience the largest amount of stereotype threat in the subject of mathematics? What contributes to the different levels of stereotype threat experienced in the classroom? Specifically, perceived teacher bias, student's self-efficacy, the prevalence of growth mindset, and intersectional factors such as class, race or gender.

Subjects/Keywords: Naloxone; Discrimination in education; Stereotypes (Social psychology) – Education (Higher)

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APA (6th Edition):

Wong, L. (2019). Stereotype threat and its effects on female students of color in math confidence. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/214216

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):

Wong, Lillie. “Stereotype threat and its effects on female students of color in math confidence.” 2019. Thesis, California State University – Sacramento. Accessed April 13, 2021. http://hdl.handle.net/10211.3/214216.

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

MLA Handbook (7th Edition):

Wong, Lillie. “Stereotype threat and its effects on female students of color in math confidence.” 2019. Web. 13 Apr 2021.

Vancouver:

Wong L. Stereotype threat and its effects on female students of color in math confidence. [Internet] [Thesis]. California State University – Sacramento; 2019. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10211.3/214216.

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

Council of Science Editors:

Wong L. Stereotype threat and its effects on female students of color in math confidence. [Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/214216

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


University of Wisconsin-Stout

16. Labs, Jeff R. The effects of correctional education in vocational training on employment opportunities in Central and Northern Wisconsin for ex-offenders upon release.

Degree: 2020, University of Wisconsin-Stout

 Vocational training efforts by the Wisconsin Department of Corrections have attempted to remove barriers on the path of employment for the ex-offender population. The purpose… (more)

Subjects/Keywords: Prisoners – Education; Occupational training; Discrimination in employment; Technical education

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APA (6th Edition):

Labs, J. R. (2020). The effects of correctional education in vocational training on employment opportunities in Central and Northern Wisconsin for ex-offenders upon release. (Thesis). University of Wisconsin-Stout. Retrieved from http://digital.library.wisc.edu/1793/81328

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):

Labs, Jeff R. “The effects of correctional education in vocational training on employment opportunities in Central and Northern Wisconsin for ex-offenders upon release.” 2020. Thesis, University of Wisconsin-Stout. Accessed April 13, 2021. http://digital.library.wisc.edu/1793/81328.

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

MLA Handbook (7th Edition):

Labs, Jeff R. “The effects of correctional education in vocational training on employment opportunities in Central and Northern Wisconsin for ex-offenders upon release.” 2020. Web. 13 Apr 2021.

Vancouver:

Labs JR. The effects of correctional education in vocational training on employment opportunities in Central and Northern Wisconsin for ex-offenders upon release. [Internet] [Thesis]. University of Wisconsin-Stout; 2020. [cited 2021 Apr 13]. Available from: http://digital.library.wisc.edu/1793/81328.

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

Council of Science Editors:

Labs JR. The effects of correctional education in vocational training on employment opportunities in Central and Northern Wisconsin for ex-offenders upon release. [Thesis]. University of Wisconsin-Stout; 2020. Available from: http://digital.library.wisc.edu/1793/81328

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


Rhodes University

17. Obers, Nöelle Marie Thérèse. A case study of the research careers of women academics: constraints and enablements.

Degree: Faculty of Education, Centre for Higher Education Research, Teaching and Learning (CHERTL), 2013, Rhodes University

The purpose of this research is to investigate constraints that women academics experience in their research careers and how enablements, particularly in the form of… (more)

Subjects/Keywords: Career success; Research; Women college teachers; Women in higher education; Sex discrimination in higher education

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APA (6th Edition):

Obers, N. M. T. (2013). A case study of the research careers of women academics: constraints and enablements. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001575

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):

Obers, Nöelle Marie Thérèse. “A case study of the research careers of women academics: constraints and enablements.” 2013. Thesis, Rhodes University. Accessed April 13, 2021. http://hdl.handle.net/10962/d1001575.

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

MLA Handbook (7th Edition):

Obers, Nöelle Marie Thérèse. “A case study of the research careers of women academics: constraints and enablements.” 2013. Web. 13 Apr 2021.

Vancouver:

Obers NMT. A case study of the research careers of women academics: constraints and enablements. [Internet] [Thesis]. Rhodes University; 2013. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10962/d1001575.

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

Council of Science Editors:

Obers NMT. A case study of the research careers of women academics: constraints and enablements. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001575

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


University of New Mexico

18. Joe, Jamie Lynn. AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS INTRINSIC MOTIVATION.

Degree: Individual, Family, and Community Education, 2012, University of New Mexico

 Perceived faculty discrimination and its affect on Native American college undergraduate students' intrinsic motivation was explored. The following variables were studied, perceived faculty discrimination, family… (more)

Subjects/Keywords: Indian college students – Attitudes; Motivation in education; Discrimination in education; College teachers – Attitudes

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APA (6th Edition):

Joe, J. L. (2012). AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS INTRINSIC MOTIVATION. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/17433

Chicago Manual of Style (16th Edition):

Joe, Jamie Lynn. “AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS INTRINSIC MOTIVATION.” 2012. Masters Thesis, University of New Mexico. Accessed April 13, 2021. http://hdl.handle.net/1928/17433.

MLA Handbook (7th Edition):

Joe, Jamie Lynn. “AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS INTRINSIC MOTIVATION.” 2012. Web. 13 Apr 2021.

Vancouver:

Joe JL. AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS INTRINSIC MOTIVATION. [Internet] [Masters thesis]. University of New Mexico; 2012. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1928/17433.

Council of Science Editors:

Joe JL. AN EXPLORATORY STUDY OF PERCEIVED FACULTY DISCRIMINATION AND NATIVE AMERICAN COLLEGE STUDENTS INTRINSIC MOTIVATION. [Masters Thesis]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/17433


University of North Carolina – Greensboro

19. Royster, Albert L. Jr. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.

Degree: 2017, University of North Carolina – Greensboro

 The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated—or… (more)

Subjects/Keywords: African Americans – Education; African American students; Discrimination in education; Segregation in education; Racism in education; School integration

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APA (6th Edition):

Royster, A. L. J. (2017). The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959

Chicago Manual of Style (16th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 13, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

MLA Handbook (7th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Web. 13 Apr 2021.

Vancouver:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

Council of Science Editors:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959

20. NC DOCKS at The University of North Carolina at Greensboro; Royster, Albert L. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.

Degree: 2017, NC Docks

 The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated—or… (more)

Subjects/Keywords: African Americans $x Education; African American students; Discrimination in education; Segregation in education; Racism in education; School integration

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Royster, A. L. (2017). The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf

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

Chicago Manual of Style (16th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Royster, Albert L. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Thesis, NC Docks. Accessed April 13, 2021. http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Royster, Albert L. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Web. 13 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Royster AL. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Internet] [Thesis]. NC Docks; 2017. [cited 2021 Apr 13]. Available from: http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Royster AL. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf

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

21. Chappell, Christie Mikyla. Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different.

Degree: 2012, North Dakota State University

 The number of men in collegiate coaching, in comparison to women, is overwhelmingly unbalanced. The accessibility men have to the profession of collegiate coaching at… (more)

Subjects/Keywords: Coaching (Athletics); College sports  – Coaching.; Women coaches (Athletics); Sex discrimination in higher education.; Sex discrimination in sports.

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APA (6th Edition):

Chappell, C. M. (2012). Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different. (Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26610

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):

Chappell, Christie Mikyla. “Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different.” 2012. Thesis, North Dakota State University. Accessed April 13, 2021. http://hdl.handle.net/10365/26610.

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

MLA Handbook (7th Edition):

Chappell, Christie Mikyla. “Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different.” 2012. Web. 13 Apr 2021.

Vancouver:

Chappell CM. Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different. [Internet] [Thesis]. North Dakota State University; 2012. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10365/26610.

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

Council of Science Editors:

Chappell CM. Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different. [Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26610

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


University of Wisconsin – La Cross

22. Yang, Jason Tsim Nuj. Exploring the perceptions of students of color of regarding the services and factors contributing to their success: A phenomenological hermeneutics study.

Degree: 2019, University of Wisconsin – La Cross

 Purpose: To explore the perceptions of students of color regarding the services and factors that contribute to their academic success. Theoretical framework: The socioecological model… (more)

Subjects/Keywords: Public health; Discrimination in higher education; College Students

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APA (6th Edition):

Yang, J. T. N. (2019). Exploring the perceptions of students of color of regarding the services and factors contributing to their success: A phenomenological hermeneutics study. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/80323

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):

Yang, Jason Tsim Nuj. “Exploring the perceptions of students of color of regarding the services and factors contributing to their success: A phenomenological hermeneutics study.” 2019. Thesis, University of Wisconsin – La Cross. Accessed April 13, 2021. http://digital.library.wisc.edu/1793/80323.

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

MLA Handbook (7th Edition):

Yang, Jason Tsim Nuj. “Exploring the perceptions of students of color of regarding the services and factors contributing to their success: A phenomenological hermeneutics study.” 2019. Web. 13 Apr 2021.

Vancouver:

Yang JTN. Exploring the perceptions of students of color of regarding the services and factors contributing to their success: A phenomenological hermeneutics study. [Internet] [Thesis]. University of Wisconsin – La Cross; 2019. [cited 2021 Apr 13]. Available from: http://digital.library.wisc.edu/1793/80323.

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

Council of Science Editors:

Yang JTN. Exploring the perceptions of students of color of regarding the services and factors contributing to their success: A phenomenological hermeneutics study. [Thesis]. University of Wisconsin – La Cross; 2019. Available from: http://digital.library.wisc.edu/1793/80323

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


University of Wisconsin – Stout

23. Kosmerl, Katherine M. Teachers' perceptions of gender bias in the classroom.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Sex discrimination in education

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APA (6th Edition):

Kosmerl, K. M. (2003). Teachers' perceptions of gender bias in the classroom. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003kosmerlk.pdf ; http://digital.library.wisc.edu/1793/40919

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):

Kosmerl, Katherine M. “Teachers' perceptions of gender bias in the classroom.” 2003. Thesis, University of Wisconsin – Stout. Accessed April 13, 2021. http://www.uwstout.edu/lib/thesis/2003/2003kosmerlk.pdf ; http://digital.library.wisc.edu/1793/40919.

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

MLA Handbook (7th Edition):

Kosmerl, Katherine M. “Teachers' perceptions of gender bias in the classroom.” 2003. Web. 13 Apr 2021.

Vancouver:

Kosmerl KM. Teachers' perceptions of gender bias in the classroom. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2021 Apr 13]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003kosmerlk.pdf ; http://digital.library.wisc.edu/1793/40919.

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

Council of Science Editors:

Kosmerl KM. Teachers' perceptions of gender bias in the classroom. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003kosmerlk.pdf ; http://digital.library.wisc.edu/1793/40919

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


Drexel University

24. Famiglietti, Robin Radke. Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions.

Degree: 2015, Drexel University

Women currently represent roughly half the national workforce, but only a relatively small percentage of these women ever achieve senior and executive level positions. This… (more)

Subjects/Keywords: Education; Glass ceiling (Employment discrimination); Organizational behavior; Mentoring in business

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APA (6th Edition):

Famiglietti, R. R. (2015). Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7197

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):

Famiglietti, Robin Radke. “Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions.” 2015. Thesis, Drexel University. Accessed April 13, 2021. http://hdl.handle.net/1860/idea:7197.

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

MLA Handbook (7th Edition):

Famiglietti, Robin Radke. “Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions.” 2015. Web. 13 Apr 2021.

Vancouver:

Famiglietti RR. Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions. [Internet] [Thesis]. Drexel University; 2015. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1860/idea:7197.

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

Council of Science Editors:

Famiglietti RR. Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:7197

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

25. Shaheen, Kemal. Exploring Dalit participation in learning and the transformative potential of self reflective inquiry.

Degree: PhD, 2007, Canterbury Christ Church University

 In this thesis I explore barriers to, and opportunities for, the participation in learning (and emancipation) of a profoundly subjugated segment of Indian Society referred… (more)

Subjects/Keywords: 370.9; LC0212 Discrimination in education

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APA (6th Edition):

Shaheen, K. (2007). Exploring Dalit participation in learning and the transformative potential of self reflective inquiry. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from https://repository.canterbury.ac.uk/item/86z37/exploring-dalit-participation-in-learning-and-the-transformative-potential-of-self-reflective-inquiry ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497688

Chicago Manual of Style (16th Edition):

Shaheen, Kemal. “Exploring Dalit participation in learning and the transformative potential of self reflective inquiry.” 2007. Doctoral Dissertation, Canterbury Christ Church University. Accessed April 13, 2021. https://repository.canterbury.ac.uk/item/86z37/exploring-dalit-participation-in-learning-and-the-transformative-potential-of-self-reflective-inquiry ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497688.

MLA Handbook (7th Edition):

Shaheen, Kemal. “Exploring Dalit participation in learning and the transformative potential of self reflective inquiry.” 2007. Web. 13 Apr 2021.

Vancouver:

Shaheen K. Exploring Dalit participation in learning and the transformative potential of self reflective inquiry. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2007. [cited 2021 Apr 13]. Available from: https://repository.canterbury.ac.uk/item/86z37/exploring-dalit-participation-in-learning-and-the-transformative-potential-of-self-reflective-inquiry ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497688.

Council of Science Editors:

Shaheen K. Exploring Dalit participation in learning and the transformative potential of self reflective inquiry. [Doctoral Dissertation]. Canterbury Christ Church University; 2007. Available from: https://repository.canterbury.ac.uk/item/86z37/exploring-dalit-participation-in-learning-and-the-transformative-potential-of-self-reflective-inquiry ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497688

26. Timsina, G. Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village.

Degree: PhD, 2011, Canterbury Christ Church University

 In this thesis I explore the extent to which women and girls are disadvantaged within the Nepalese education system. I attempt to investigate the barriers… (more)

Subjects/Keywords: 370; LA1154 Nepal; LC1401 Women. Girls; LC0212 Discrimination in education

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APA (6th Edition):

Timsina, G. (2011). Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from https://repository.canterbury.ac.uk/item/8680v/educational-participation-of-girls-in-nepal-an-ethnographic-study-of-girls-education-in-a-rural-village ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566753

Chicago Manual of Style (16th Edition):

Timsina, G. “Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village.” 2011. Doctoral Dissertation, Canterbury Christ Church University. Accessed April 13, 2021. https://repository.canterbury.ac.uk/item/8680v/educational-participation-of-girls-in-nepal-an-ethnographic-study-of-girls-education-in-a-rural-village ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566753.

MLA Handbook (7th Edition):

Timsina, G. “Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village.” 2011. Web. 13 Apr 2021.

Vancouver:

Timsina G. Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2011. [cited 2021 Apr 13]. Available from: https://repository.canterbury.ac.uk/item/8680v/educational-participation-of-girls-in-nepal-an-ethnographic-study-of-girls-education-in-a-rural-village ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566753.

Council of Science Editors:

Timsina G. Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village. [Doctoral Dissertation]. Canterbury Christ Church University; 2011. Available from: https://repository.canterbury.ac.uk/item/8680v/educational-participation-of-girls-in-nepal-an-ethnographic-study-of-girls-education-in-a-rural-village ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566753

27. Poudel, Lekha Nath. Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal.

Degree: PhD, 2007, Canterbury Christ Church University

 This thesis examines the educational exclusion of Dalits in Nepal. It analyses the extent to which the hierarchical caste system and educational policies and practices… (more)

Subjects/Keywords: 370.9; LC0212 Discrimination in education

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

APA (6th Edition):

Poudel, L. N. (2007). Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from https://repository.canterbury.ac.uk/item/86z36/power-knowledge-and-pedagogy-an-analysis-of-the-educational-exclusion-of-dalits-in-nepal ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497680

Chicago Manual of Style (16th Edition):

Poudel, Lekha Nath. “Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal.” 2007. Doctoral Dissertation, Canterbury Christ Church University. Accessed April 13, 2021. https://repository.canterbury.ac.uk/item/86z36/power-knowledge-and-pedagogy-an-analysis-of-the-educational-exclusion-of-dalits-in-nepal ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497680.

MLA Handbook (7th Edition):

Poudel, Lekha Nath. “Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal.” 2007. Web. 13 Apr 2021.

Vancouver:

Poudel LN. Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2007. [cited 2021 Apr 13]. Available from: https://repository.canterbury.ac.uk/item/86z36/power-knowledge-and-pedagogy-an-analysis-of-the-educational-exclusion-of-dalits-in-nepal ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497680.

Council of Science Editors:

Poudel LN. Power, knowledge and pedagogy : an analysis of the educational exclusion of Dalits in Nepal. [Doctoral Dissertation]. Canterbury Christ Church University; 2007. Available from: https://repository.canterbury.ac.uk/item/86z36/power-knowledge-and-pedagogy-an-analysis-of-the-educational-exclusion-of-dalits-in-nepal ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497680


California State University – Sacramento

28. Arauza, Jessica. Why can't we shine: Latinas in higher education leadership and their experiences with impostor phenomenon.

Degree: MA, Education (Behavioral Sciences Gender Equity Studies, 2020, California State University – Sacramento

 The purpose of this study is to examine how Latinas and their intersectional identities shape their experiences in higher education leadership, specifically with regard to… (more)

Subjects/Keywords: Latinas; Sex discrimination in higher education; Impostor phenomenon

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

APA (6th Edition):

Arauza, J. (2020). Why can't we shine: Latinas in higher education leadership and their experiences with impostor phenomenon. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/215059

Chicago Manual of Style (16th Edition):

Arauza, Jessica. “Why can't we shine: Latinas in higher education leadership and their experiences with impostor phenomenon.” 2020. Masters Thesis, California State University – Sacramento. Accessed April 13, 2021. http://hdl.handle.net/10211.3/215059.

MLA Handbook (7th Edition):

Arauza, Jessica. “Why can't we shine: Latinas in higher education leadership and their experiences with impostor phenomenon.” 2020. Web. 13 Apr 2021.

Vancouver:

Arauza J. Why can't we shine: Latinas in higher education leadership and their experiences with impostor phenomenon. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10211.3/215059.

Council of Science Editors:

Arauza J. Why can't we shine: Latinas in higher education leadership and their experiences with impostor phenomenon. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/215059


Drexel University

29. Bassit, Fatima Nabia Adam. Negotiating Gender Equality for Women's Empowerment: Educational Challenges in Selected Communities in the Northern Region of Ghana.

Degree: 2018, Drexel University

Ghana maintains strong constitutional advocacy for the equal rights of all its citizens, irrespective of gender or sociocultural orientation. Nonetheless, women in selected communities in… (more)

Subjects/Keywords: Educational leadership; Gender issues in education; Sex discrimination against women; Ghana

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

APA (6th Edition):

Bassit, F. N. A. (2018). Negotiating Gender Equality for Women's Empowerment: Educational Challenges in Selected Communities in the Northern Region of Ghana. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A7991

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):

Bassit, Fatima Nabia Adam. “Negotiating Gender Equality for Women's Empowerment: Educational Challenges in Selected Communities in the Northern Region of Ghana.” 2018. Thesis, Drexel University. Accessed April 13, 2021. https://idea.library.drexel.edu/islandora/object/idea%3A7991.

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

MLA Handbook (7th Edition):

Bassit, Fatima Nabia Adam. “Negotiating Gender Equality for Women's Empowerment: Educational Challenges in Selected Communities in the Northern Region of Ghana.” 2018. Web. 13 Apr 2021.

Vancouver:

Bassit FNA. Negotiating Gender Equality for Women's Empowerment: Educational Challenges in Selected Communities in the Northern Region of Ghana. [Internet] [Thesis]. Drexel University; 2018. [cited 2021 Apr 13]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7991.

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

Council of Science Editors:

Bassit FNA. Negotiating Gender Equality for Women's Empowerment: Educational Challenges in Selected Communities in the Northern Region of Ghana. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7991

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


Western Michigan University

30. Lichtenberger, Sarah. Teaching Children Who Have Difficulty Mastering Auditory Discriminations.

Degree: PhD, Psychology, 2016, Western Michigan University

  Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills… (more)

Subjects/Keywords: Auditory discrimination; autism; receptive language; discrimination training; children; teaching; Cognition and Perception; Disability and Equity in Education; Special Education Administration

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

APA (6th Edition):

Lichtenberger, S. (2016). Teaching Children Who Have Difficulty Mastering Auditory Discriminations. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1417

Chicago Manual of Style (16th Edition):

Lichtenberger, Sarah. “Teaching Children Who Have Difficulty Mastering Auditory Discriminations.” 2016. Doctoral Dissertation, Western Michigan University. Accessed April 13, 2021. https://scholarworks.wmich.edu/dissertations/1417.

MLA Handbook (7th Edition):

Lichtenberger, Sarah. “Teaching Children Who Have Difficulty Mastering Auditory Discriminations.” 2016. Web. 13 Apr 2021.

Vancouver:

Lichtenberger S. Teaching Children Who Have Difficulty Mastering Auditory Discriminations. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2021 Apr 13]. Available from: https://scholarworks.wmich.edu/dissertations/1417.

Council of Science Editors:

Lichtenberger S. Teaching Children Who Have Difficulty Mastering Auditory Discriminations. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1417

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