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Degree: EdD

You searched for subject:(Diversity). Showing records 1 – 30 of 76 total matches.

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University of Southern California

1. Nyberg, Julia. Values and beliefs related to diversity amongst students being prepared as teachers.

Degree: EdD, Education, 2013, University of Southern California

 The belief that all children can succeed is an important attribute of successful teachers of diverse student populations (Ladson-Billings, 1994). NCATE specifies that teacher education… (more)

Subjects/Keywords: teachers; diversity

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APA (6th Edition):

Nyberg, J. (2013). Values and beliefs related to diversity amongst students being prepared as teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798

Chicago Manual of Style (16th Edition):

Nyberg, Julia. “Values and beliefs related to diversity amongst students being prepared as teachers.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798.

MLA Handbook (7th Edition):

Nyberg, Julia. “Values and beliefs related to diversity amongst students being prepared as teachers.” 2013. Web. 22 Mar 2019.

Vancouver:

Nyberg J. Values and beliefs related to diversity amongst students being prepared as teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798.

Council of Science Editors:

Nyberg J. Values and beliefs related to diversity amongst students being prepared as teachers. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798


University of Southern California

2. Estrada, Veronica Emily. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study extends the findings from previous research on the benefits of diversity courses and diversity experiences on student democratic outcomes. The purpose of this… (more)

Subjects/Keywords: diversity courses; student diversity experiences; democratic values; higher education; diversity requirement; undergraduate students; diversity outcomes

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APA (6th Edition):

Estrada, V. E. (2012). Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527

Chicago Manual of Style (16th Edition):

Estrada, Veronica Emily. “Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527.

MLA Handbook (7th Edition):

Estrada, Veronica Emily. “Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution.” 2012. Web. 22 Mar 2019.

Vancouver:

Estrada VE. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527.

Council of Science Editors:

Estrada VE. Evaluating the effects of diversity courses and student diversity experiences on undergraduate students' democratic values at a private urban research institution. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/78157/rec/2527


University of South Carolina

3. Catoe, Stephanie Lewis. Examining Social Studies Teachers' Cultural Competence In A South Carolina Suburban Public High School.

Degree: EdD, Instruction and Teacher Education, 2010, University of South Carolina

  Examining Social Studies Teachers' Cultural Competence in a South Carolina Suburban Public High School: Implications for Diversity Training The purpose of the present study… (more)

Subjects/Keywords: cultural competence; cultural diversity; diversity training; racial diversity

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APA (6th Edition):

Catoe, S. L. (2010). Examining Social Studies Teachers' Cultural Competence In A South Carolina Suburban Public High School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/154

Chicago Manual of Style (16th Edition):

Catoe, Stephanie Lewis. “Examining Social Studies Teachers' Cultural Competence In A South Carolina Suburban Public High School.” 2010. Doctoral Dissertation, University of South Carolina. Accessed March 22, 2019. https://scholarcommons.sc.edu/etd/154.

MLA Handbook (7th Edition):

Catoe, Stephanie Lewis. “Examining Social Studies Teachers' Cultural Competence In A South Carolina Suburban Public High School.” 2010. Web. 22 Mar 2019.

Vancouver:

Catoe SL. Examining Social Studies Teachers' Cultural Competence In A South Carolina Suburban Public High School. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Mar 22]. Available from: https://scholarcommons.sc.edu/etd/154.

Council of Science Editors:

Catoe SL. Examining Social Studies Teachers' Cultural Competence In A South Carolina Suburban Public High School. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/154


University of Southern California

4. Nelson, Matthew. Assessing the impact of diversity courses on students’ values, attitudes and beliefs.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Globalization and changing demographics in the United States have resulted in the need for higher education to prepare students for a global society. To this… (more)

Subjects/Keywords: diversity courses; diversity; values; attitudes; beliefs; typology; diversity initiatives

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APA (6th Edition):

Nelson, M. (2010). Assessing the impact of diversity courses on students’ values, attitudes and beliefs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/411833/rec/944

Chicago Manual of Style (16th Edition):

Nelson, Matthew. “Assessing the impact of diversity courses on students’ values, attitudes and beliefs.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/411833/rec/944.

MLA Handbook (7th Edition):

Nelson, Matthew. “Assessing the impact of diversity courses on students’ values, attitudes and beliefs.” 2010. Web. 22 Mar 2019.

Vancouver:

Nelson M. Assessing the impact of diversity courses on students’ values, attitudes and beliefs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/411833/rec/944.

Council of Science Editors:

Nelson M. Assessing the impact of diversity courses on students’ values, attitudes and beliefs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/411833/rec/944


University of Georgia

5. Rouse, Donald Elliott. An investigation of the outcomes of short-term diversity training.

Degree: EdD, Adult Education, 2001, University of Georgia

 Businesses of all types, along with public agencies have, invested millions of dollars into diversity training, with most of them doing short-term training. While the… (more)

Subjects/Keywords: Diversity Training

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APA (6th Edition):

Rouse, D. E. (2001). An investigation of the outcomes of short-term diversity training. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rouse_donald_e_200112_edd

Chicago Manual of Style (16th Edition):

Rouse, Donald Elliott. “An investigation of the outcomes of short-term diversity training.” 2001. Doctoral Dissertation, University of Georgia. Accessed March 22, 2019. http://purl.galileo.usg.edu/uga_etd/rouse_donald_e_200112_edd.

MLA Handbook (7th Edition):

Rouse, Donald Elliott. “An investigation of the outcomes of short-term diversity training.” 2001. Web. 22 Mar 2019.

Vancouver:

Rouse DE. An investigation of the outcomes of short-term diversity training. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 Mar 22]. Available from: http://purl.galileo.usg.edu/uga_etd/rouse_donald_e_200112_edd.

Council of Science Editors:

Rouse DE. An investigation of the outcomes of short-term diversity training. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/rouse_donald_e_200112_edd


University of Georgia

6. Johnson, Beverly Evon. Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study.

Degree: EdD, Adult Education, 2017, University of Georgia

 Higher education institutions are struggling to decide how to promote, engage, and support diversity and inclusion efforts. Can stakeholders with the same goals affect this… (more)

Subjects/Keywords: Diversity advisory council; DAC; Chief diversity officer; CDO; Action research; Higher education; Inclusive excellence; Diversity Advisory Development Model; Diversity challenges

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APA (6th Edition):

Johnson, B. E. (2017). Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37836

Chicago Manual of Style (16th Edition):

Johnson, Beverly Evon. “Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study.” 2017. Doctoral Dissertation, University of Georgia. Accessed March 22, 2019. http://hdl.handle.net/10724/37836.

MLA Handbook (7th Edition):

Johnson, Beverly Evon. “Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study.” 2017. Web. 22 Mar 2019.

Vancouver:

Johnson BE. Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10724/37836.

Council of Science Editors:

Johnson BE. Exploring the Complexities of Diversity Advisory Councils in Higher Education: An Action Research Study. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37836


University of Southern California

7. Ravago, Karen Leilani. Examining the relationship between students’ pre-college experiences and outcomes in diversity courses.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Given the varied experiences with diversity that students have when they arrive on campus, it is important to study how students from all racial and… (more)

Subjects/Keywords: diversity courses; curriculum; identity development

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APA (6th Edition):

Ravago, K. L. (2010). Examining the relationship between students’ pre-college experiences and outcomes in diversity courses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479042/rec/2595

Chicago Manual of Style (16th Edition):

Ravago, Karen Leilani. “Examining the relationship between students’ pre-college experiences and outcomes in diversity courses.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479042/rec/2595.

MLA Handbook (7th Edition):

Ravago, Karen Leilani. “Examining the relationship between students’ pre-college experiences and outcomes in diversity courses.” 2010. Web. 22 Mar 2019.

Vancouver:

Ravago KL. Examining the relationship between students’ pre-college experiences and outcomes in diversity courses. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479042/rec/2595.

Council of Science Editors:

Ravago KL. Examining the relationship between students’ pre-college experiences and outcomes in diversity courses. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479042/rec/2595


University of Georgia

8. Flowers, Carol Ann. Building diversity capacity and supporting and inclusive campus at a predominately white institution.

Degree: EdD, Higher Education, 2017, University of Georgia

 Building capacity to implement diversity and support inclusive campuses is critical in light of the changing demographics in the United States, globalization, and the benefits… (more)

Subjects/Keywords: Diversity; Capacity Building; Inclusion; Diversity Initiatives; Campus Climate; Inclusive Campu

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APA (6th Edition):

Flowers, C. A. (2017). Building diversity capacity and supporting and inclusive campus at a predominately white institution. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37730

Chicago Manual of Style (16th Edition):

Flowers, Carol Ann. “Building diversity capacity and supporting and inclusive campus at a predominately white institution.” 2017. Doctoral Dissertation, University of Georgia. Accessed March 22, 2019. http://hdl.handle.net/10724/37730.

MLA Handbook (7th Edition):

Flowers, Carol Ann. “Building diversity capacity and supporting and inclusive campus at a predominately white institution.” 2017. Web. 22 Mar 2019.

Vancouver:

Flowers CA. Building diversity capacity and supporting and inclusive campus at a predominately white institution. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10724/37730.

Council of Science Editors:

Flowers CA. Building diversity capacity and supporting and inclusive campus at a predominately white institution. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37730


Boston College

9. Smith, Kimberly J. Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change.

Degree: EdD, Educational Administration, 2009, Boston College

 As our world continues to evolve as a global community, schools must prepare students to live, work, and thrive in a diverse society. Teaching the… (more)

Subjects/Keywords: diversity; diversity education; high school; safe schools; student leadership; student voice

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APA (6th Edition):

Smith, K. J. (2009). Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101692

Chicago Manual of Style (16th Edition):

Smith, Kimberly J. “Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change.” 2009. Doctoral Dissertation, Boston College. Accessed March 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101692.

MLA Handbook (7th Edition):

Smith, Kimberly J. “Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change.” 2009. Web. 22 Mar 2019.

Vancouver:

Smith KJ. Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Mar 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101692.

Council of Science Editors:

Smith KJ. Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101692


University of Southern California

10. Caviglia, Emily A. Relational leadership: underrepresented student perspectives on diversity courses.

Degree: EdD, Education, 2010, University of Southern California

 This study is a qualitative examination of the perspectives of Black and Latino students, traditionally underrepresented at predominately White institutions, in the environment of the… (more)

Subjects/Keywords: diversity courses; relational leadership; underrepresented students; diversity in higher education; curriculum

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APA (6th Edition):

Caviglia, E. A. (2010). Relational leadership: underrepresented student perspectives on diversity courses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502

Chicago Manual of Style (16th Edition):

Caviglia, Emily A. “Relational leadership: underrepresented student perspectives on diversity courses.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502.

MLA Handbook (7th Edition):

Caviglia, Emily A. “Relational leadership: underrepresented student perspectives on diversity courses.” 2010. Web. 22 Mar 2019.

Vancouver:

Caviglia EA. Relational leadership: underrepresented student perspectives on diversity courses. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502.

Council of Science Editors:

Caviglia EA. Relational leadership: underrepresented student perspectives on diversity courses. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502


University of Georgia

11. Lyons, Linda Marie. Developing the intercultural competence of emerging adults in higher education: an action research study.

Degree: EdD, Adult Education, 2013, University of Georgia

 The purpose of this study was to explore an action research approach to program planning when used by a leadership team working to enhance the… (more)

Subjects/Keywords: intercultural competence; learning; action research; team diversity

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APA (6th Edition):

Lyons, L. M. (2013). Developing the intercultural competence of emerging adults in higher education: an action research study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lyons_linda_m_201312_edd

Chicago Manual of Style (16th Edition):

Lyons, Linda Marie. “Developing the intercultural competence of emerging adults in higher education: an action research study.” 2013. Doctoral Dissertation, University of Georgia. Accessed March 22, 2019. http://purl.galileo.usg.edu/uga_etd/lyons_linda_m_201312_edd.

MLA Handbook (7th Edition):

Lyons, Linda Marie. “Developing the intercultural competence of emerging adults in higher education: an action research study.” 2013. Web. 22 Mar 2019.

Vancouver:

Lyons LM. Developing the intercultural competence of emerging adults in higher education: an action research study. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Mar 22]. Available from: http://purl.galileo.usg.edu/uga_etd/lyons_linda_m_201312_edd.

Council of Science Editors:

Lyons LM. Developing the intercultural competence of emerging adults in higher education: an action research study. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/lyons_linda_m_201312_edd


Northeastern University

12. Thackeray, Susan L. Overcoming the toxic influence of subtle messaging: Utah women who persist in stem.

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

 It is important to train more females to support the needs of a national and global economy workforce. The purpose of this thesis is to… (more)

Subjects/Keywords: barriers; diversity; education; self-efficacy; STEM; underrepresented

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APA (6th Edition):

Thackeray, S. L. (2016). Overcoming the toxic influence of subtle messaging: Utah women who persist in stem. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20239459

Chicago Manual of Style (16th Edition):

Thackeray, Susan L. “Overcoming the toxic influence of subtle messaging: Utah women who persist in stem.” 2016. Doctoral Dissertation, Northeastern University. Accessed March 22, 2019. http://hdl.handle.net/2047/D20239459.

MLA Handbook (7th Edition):

Thackeray, Susan L. “Overcoming the toxic influence of subtle messaging: Utah women who persist in stem.” 2016. Web. 22 Mar 2019.

Vancouver:

Thackeray SL. Overcoming the toxic influence of subtle messaging: Utah women who persist in stem. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/2047/D20239459.

Council of Science Editors:

Thackeray SL. Overcoming the toxic influence of subtle messaging: Utah women who persist in stem. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20239459


Northeastern University

13. Scott, Tieren B. Elusive and illusive diversity factors in the presidential searches of three North Carolina community colleges: a document analysis.

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

 This study explored the presidential search and selection processes conducted between 2014 and 2016 by three North Carolina Community Colleges. All three institutions have completed… (more)

Subjects/Keywords: community college; diversity; gender; leadership; race

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APA (6th Edition):

Scott, T. B. (2017). Elusive and illusive diversity factors in the presidential searches of three North Carolina community colleges: a document analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251748

Chicago Manual of Style (16th Edition):

Scott, Tieren B. “Elusive and illusive diversity factors in the presidential searches of three North Carolina community colleges: a document analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed March 22, 2019. http://hdl.handle.net/2047/D20251748.

MLA Handbook (7th Edition):

Scott, Tieren B. “Elusive and illusive diversity factors in the presidential searches of three North Carolina community colleges: a document analysis.” 2017. Web. 22 Mar 2019.

Vancouver:

Scott TB. Elusive and illusive diversity factors in the presidential searches of three North Carolina community colleges: a document analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/2047/D20251748.

Council of Science Editors:

Scott TB. Elusive and illusive diversity factors in the presidential searches of three North Carolina community colleges: a document analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251748


University of Southern California

14. Schnabl, Jody C. Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209.

Degree: EdD, Education, 2014, University of Southern California

 The Liaison Committee on Medical Education (LCME), the accrediting body for schools of medicine in the United States and Canada, has accreditation standards that require… (more)

Subjects/Keywords: diversity; medical schools; accreditation; Proposition 209

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APA (6th Edition):

Schnabl, J. C. (2014). Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68768/rec/488

Chicago Manual of Style (16th Edition):

Schnabl, Jody C. “Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68768/rec/488.

MLA Handbook (7th Edition):

Schnabl, Jody C. “Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209.” 2014. Web. 22 Mar 2019.

Vancouver:

Schnabl JC. Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68768/rec/488.

Council of Science Editors:

Schnabl JC. Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/68768/rec/488


University of Southern California

15. Kapner, Leslie Stephanie. Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.

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

 This study applies the frameworks of Krathwohl, Bloom, and Masia (1964), Smith and Ragan (2004), and one school of education’s Conceptual Framework as a means… (more)

Subjects/Keywords: teacher candidate assessment; dispositions; diversity; PACT

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APA (6th Edition):

Kapner, L. S. (2013). Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932

Chicago Manual of Style (16th Edition):

Kapner, Leslie Stephanie. “Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932.

MLA Handbook (7th Edition):

Kapner, Leslie Stephanie. “Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers.” 2013. Web. 22 Mar 2019.

Vancouver:

Kapner LS. Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932.

Council of Science Editors:

Kapner LS. Assessing dispositions towards diversity in math and science submissions of the Performance Assessment for California Teachers. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/291912/rec/932


University of Minnesota

16. Wirta Kosobuski, Anna Rebecca. The experiences of Native American women physician faculty in US medical schools: culture, diversity, and retention.

Degree: EdD, Educational Policy and Administration, 2013, University of Minnesota

 Along with their knowledge surrounding the issues of critical health disparities and needs of Native American people, Native American women physicians, with their unique cultural… (more)

Subjects/Keywords: Academic medicine diversity; Native American Faculty

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APA (6th Edition):

Wirta Kosobuski, A. R. (2013). The experiences of Native American women physician faculty in US medical schools: culture, diversity, and retention. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162550

Chicago Manual of Style (16th Edition):

Wirta Kosobuski, Anna Rebecca. “The experiences of Native American women physician faculty in US medical schools: culture, diversity, and retention.” 2013. Doctoral Dissertation, University of Minnesota. Accessed March 22, 2019. http://hdl.handle.net/11299/162550.

MLA Handbook (7th Edition):

Wirta Kosobuski, Anna Rebecca. “The experiences of Native American women physician faculty in US medical schools: culture, diversity, and retention.” 2013. Web. 22 Mar 2019.

Vancouver:

Wirta Kosobuski AR. The experiences of Native American women physician faculty in US medical schools: culture, diversity, and retention. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/11299/162550.

Council of Science Editors:

Wirta Kosobuski AR. The experiences of Native American women physician faculty in US medical schools: culture, diversity, and retention. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/162550


University of Southern California

17. Sakamoto, Shannon K. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.

Degree: EdD, Education, 2013, University of Southern California

 As diversity coursework throughout the continental United States increases in presence at post-secondary institutions, the composition of ethnic diversity within the archipelago of Hawaii is… (more)

Subjects/Keywords: local culture; local; Hawaii; diversity curriculum; diversity requirements; community college; identity; local identity; student development

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APA (6th Edition):

Sakamoto, S. K. (2013). An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693

Chicago Manual of Style (16th Edition):

Sakamoto, Shannon K. “An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693.

MLA Handbook (7th Edition):

Sakamoto, Shannon K. “An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College.” 2013. Web. 22 Mar 2019.

Vancouver:

Sakamoto SK. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693.

Council of Science Editors:

Sakamoto SK. An awareness of local identity: influence of Hawaiian, Asian, and Pacific (HAP) issues course at Kapi‘olani Community College. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343625/rec/693


University of Southern California

18. Daniels, Sonja Gail. The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This dissertation explores the perceptions and experiences of international students from China and Hong Kong with diversity courses. Using theoretical frameworks that examine the diversity(more)

Subjects/Keywords: international students; China and Hong Kong students; intergroup peer relationships; acculturation; diversity; diversity courses

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APA (6th Edition):

Daniels, S. G. (2010). The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594

Chicago Manual of Style (16th Edition):

Daniels, Sonja Gail. “The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594.

MLA Handbook (7th Edition):

Daniels, Sonja Gail. “The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships.” 2010. Web. 22 Mar 2019.

Vancouver:

Daniels SG. The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594.

Council of Science Editors:

Daniels SG. The effect of diversity courses on international students from China and Hong Kong: a focus on intergroup peer relationships. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/359508/rec/6594


University of Southern California

19. Turner, Michèle Gillenwater. Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis.

Degree: EdD, Global Executive, 2014, University of Southern California

 Resoundingly, the common spirals downward of Black enrollment and completion trends at highly selective institutions are symptoms of obsolete philosophies regarding diversity that have disadvantaged… (more)

Subjects/Keywords: diversity policy; higher education; predominately White institutions; cultural diversity; ethnic diversity; race; equity; access; inclusion; affirmative action; critical race theory; race realists; cultural stakeholders; institutional leadership; alumni leadership; diversity policy leadership; African American alumni leadership; Black alumni leadership; multicultural diversity policy; African American completion rates in higher education; Black enrollment trends in higher education; African American diversity; global diversity issues; global multicultural diversity; private university environments; highly selective institutions; middle income African Americans; middle income Black students; diversity policy plan frameworks; diversity policy improvement; cultural perspectives; organizational cultural settings; organizational cultural models; African American generational progress; diversity policy transformation; African American cultural models; African American cultural perspectives

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APA (6th Edition):

Turner, M. G. (2014). Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515

Chicago Manual of Style (16th Edition):

Turner, Michèle Gillenwater. “Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515.

MLA Handbook (7th Edition):

Turner, Michèle Gillenwater. “Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis.” 2014. Web. 22 Mar 2019.

Vancouver:

Turner MG. Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515.

Council of Science Editors:

Turner MG. Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515


University of Southern California

20. Bolen, Kevin John. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study examines the impact that diversity courses (DC’s), created to increase social awareness on college campuses, have on 553 students’ interactions with faculty, critical… (more)

Subjects/Keywords: diversity courses; student-faculty interactions; social engagement; critical thinking

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APA (6th Edition):

Bolen, K. J. (2010). Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943

Chicago Manual of Style (16th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

MLA Handbook (7th Edition):

Bolen, Kevin John. “Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement.” 2010. Web. 22 Mar 2019.

Vancouver:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943.

Council of Science Editors:

Bolen KJ. Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/389670/rec/943


University of Southern California

21. Stewart, Wendy Catherine. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 As population demographics continue to diversify in the United States and U.S. industries expand their markets and workforces to include communities abroad, college graduates will… (more)

Subjects/Keywords: diversity courses; service-learning; cross-racial interactions; classroom experience

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APA (6th Edition):

Stewart, W. C. (2010). Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661

Chicago Manual of Style (16th Edition):

Stewart, Wendy Catherine. “Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661.

MLA Handbook (7th Edition):

Stewart, Wendy Catherine. “Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions.” 2010. Web. 22 Mar 2019.

Vancouver:

Stewart WC. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661.

Council of Science Editors:

Stewart WC. Exploring student perceptions and experiences regarding the role of diversity courses and service-learning on cross-racial interactions. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/350895/rec/2661

22. Grice, Cheryl Denise-Roshell. Diversity awareness perceptions among classified staff at a Midwestern Land Grant University.

Degree: EdD, Department of Educational Leadership, 2011, Kansas State University

Diversity is recognized by acknowledging individual differences. The term diversity can refer to an array of descriptors such as, race, religion, color, gender, national origin,… (more)

Subjects/Keywords: Diversity Awareness Perceptions University Classified Staff; Public Administration (0617)

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APA (6th Edition):

Grice, C. D. (2011). Diversity awareness perceptions among classified staff at a Midwestern Land Grant University. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/8636

Chicago Manual of Style (16th Edition):

Grice, Cheryl Denise-Roshell. “Diversity awareness perceptions among classified staff at a Midwestern Land Grant University.” 2011. Doctoral Dissertation, Kansas State University. Accessed March 22, 2019. http://hdl.handle.net/2097/8636.

MLA Handbook (7th Edition):

Grice, Cheryl Denise-Roshell. “Diversity awareness perceptions among classified staff at a Midwestern Land Grant University.” 2011. Web. 22 Mar 2019.

Vancouver:

Grice CD. Diversity awareness perceptions among classified staff at a Midwestern Land Grant University. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/2097/8636.

Council of Science Editors:

Grice CD. Diversity awareness perceptions among classified staff at a Midwestern Land Grant University. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8636


Duquesne University

23. Whitaker, Ronald William, II. A Decentralized Approach to Confront the Debasement of Black Male Student Athletes Who Attend PWI'S.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2014, Duquesne University

  The debasement and "niggering " of Black male student athletes who attend PWI's is an issue that has been well documented since the mid… (more)

Subjects/Keywords: Black Males; Diversity; Inclusion; and Equity; Intercollegiate Athletics; Stereotype Threat

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APA (6th Edition):

Whitaker, Ronald William, I. (2014). A Decentralized Approach to Confront the Debasement of Black Male Student Athletes Who Attend PWI'S. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1361

Chicago Manual of Style (16th Edition):

Whitaker, Ronald William, II. “A Decentralized Approach to Confront the Debasement of Black Male Student Athletes Who Attend PWI'S.” 2014. Doctoral Dissertation, Duquesne University. Accessed March 22, 2019. https://dsc.duq.edu/etd/1361.

MLA Handbook (7th Edition):

Whitaker, Ronald William, II. “A Decentralized Approach to Confront the Debasement of Black Male Student Athletes Who Attend PWI'S.” 2014. Web. 22 Mar 2019.

Vancouver:

Whitaker, Ronald William I. A Decentralized Approach to Confront the Debasement of Black Male Student Athletes Who Attend PWI'S. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Mar 22]. Available from: https://dsc.duq.edu/etd/1361.

Council of Science Editors:

Whitaker, Ronald William I. A Decentralized Approach to Confront the Debasement of Black Male Student Athletes Who Attend PWI'S. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1361

24. Denson, John D. An Examination of Texas Agricultural Education Regarding Absence of Diverse Students.

Degree: EdD, Secondary Education and Educational Leadership, 2017, Stephen F. Austin State University

  This study was designed to investigate reasons for, and issues regarding, the lack of diversity in the department of agriculture and the Future Farmers… (more)

Subjects/Keywords: Agriculture; Education; Diversity; National FFA Organization; Education; Vocational Education

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APA (6th Edition):

Denson, J. D. (2017). An Examination of Texas Agricultural Education Regarding Absence of Diverse Students. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from https://scholarworks.sfasu.edu/etds/108

Chicago Manual of Style (16th Edition):

Denson, John D. “An Examination of Texas Agricultural Education Regarding Absence of Diverse Students.” 2017. Doctoral Dissertation, Stephen F. Austin State University. Accessed March 22, 2019. https://scholarworks.sfasu.edu/etds/108.

MLA Handbook (7th Edition):

Denson, John D. “An Examination of Texas Agricultural Education Regarding Absence of Diverse Students.” 2017. Web. 22 Mar 2019.

Vancouver:

Denson JD. An Examination of Texas Agricultural Education Regarding Absence of Diverse Students. [Internet] [Doctoral dissertation]. Stephen F. Austin State University; 2017. [cited 2019 Mar 22]. Available from: https://scholarworks.sfasu.edu/etds/108.

Council of Science Editors:

Denson JD. An Examination of Texas Agricultural Education Regarding Absence of Diverse Students. [Doctoral Dissertation]. Stephen F. Austin State University; 2017. Available from: https://scholarworks.sfasu.edu/etds/108


North Carolina State University

25. Dingle, Jesse M. Let the Dialogue Begin: Diversity and the White Preservice Teacher.

Degree: EdD, Adult and Community College Education, 2005, North Carolina State University

 The purpose of this qualitative study has been to explore the various experiences that may have an influence on the perceived readiness of White preservice… (more)

Subjects/Keywords: preservice teachers; White teachers; diversity

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APA (6th Edition):

Dingle, J. M. (2005). Let the Dialogue Begin: Diversity and the White Preservice Teacher. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3610

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):

Dingle, Jesse M. “Let the Dialogue Begin: Diversity and the White Preservice Teacher.” 2005. Thesis, North Carolina State University. Accessed March 22, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3610.

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

MLA Handbook (7th Edition):

Dingle, Jesse M. “Let the Dialogue Begin: Diversity and the White Preservice Teacher.” 2005. Web. 22 Mar 2019.

Vancouver:

Dingle JM. Let the Dialogue Begin: Diversity and the White Preservice Teacher. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2019 Mar 22]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3610.

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

Council of Science Editors:

Dingle JM. Let the Dialogue Begin: Diversity and the White Preservice Teacher. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3610

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


University of Southern California

26. Yeung, Michelle F. Equitable choices in higher education: investigation of an equity-based faculty search committee development program.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The problem of campus diversity not being representative of its local populations has been a topical issue since Brown v. Board of Education (1954) desegregated… (more)

Subjects/Keywords: diversity; equity; higher education; hiring; search committee; faculty search committee

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APA (6th Edition):

Yeung, M. F. (2009). Equitable choices in higher education: investigation of an equity-based faculty search committee development program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414

Chicago Manual of Style (16th Edition):

Yeung, Michelle F. “Equitable choices in higher education: investigation of an equity-based faculty search committee development program.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414.

MLA Handbook (7th Edition):

Yeung, Michelle F. “Equitable choices in higher education: investigation of an equity-based faculty search committee development program.” 2009. Web. 22 Mar 2019.

Vancouver:

Yeung MF. Equitable choices in higher education: investigation of an equity-based faculty search committee development program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Mar 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414.

Council of Science Editors:

Yeung MF. Equitable choices in higher education: investigation of an equity-based faculty search committee development program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/249363/rec/2414


Virginia Tech

27. Romanski-Livingston, Linda G. Organizational and Managerial Outcomes of a Cultural Diversity Training Program.

Degree: EdD, Adult Learning and Human Resource Development, 1998, Virginia Tech

 Workforce parity among cultural groups in America has been an unobtainable goal for years. The present diversity in our society dictates a new mandate for… (more)

Subjects/Keywords: education; managerial outcomes; diversity

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APA (6th Edition):

Romanski-Livingston, L. G. (1998). Organizational and Managerial Outcomes of a Cultural Diversity Training Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30424

Chicago Manual of Style (16th Edition):

Romanski-Livingston, Linda G. “Organizational and Managerial Outcomes of a Cultural Diversity Training Program.” 1998. Doctoral Dissertation, Virginia Tech. Accessed March 22, 2019. http://hdl.handle.net/10919/30424.

MLA Handbook (7th Edition):

Romanski-Livingston, Linda G. “Organizational and Managerial Outcomes of a Cultural Diversity Training Program.” 1998. Web. 22 Mar 2019.

Vancouver:

Romanski-Livingston LG. Organizational and Managerial Outcomes of a Cultural Diversity Training Program. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10919/30424.

Council of Science Editors:

Romanski-Livingston LG. Organizational and Managerial Outcomes of a Cultural Diversity Training Program. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30424


Virginia Tech

28. Bibb, Wanda. Perceptions of Eight High School Principals Regarding World-Mindedness in Education.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was to explore the perceptions of eight high school principals regarding world-mindedness. Classrooms filled with students of various heritages present… (more)

Subjects/Keywords: World-Mindedness; Diversity; School Culture; Internationalism; Global Education; Multicultural Education; Multiculturalism

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APA (6th Edition):

Bibb, W. (2012). Perceptions of Eight High School Principals Regarding World-Mindedness in Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77224

Chicago Manual of Style (16th Edition):

Bibb, Wanda. “Perceptions of Eight High School Principals Regarding World-Mindedness in Education.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 22, 2019. http://hdl.handle.net/10919/77224.

MLA Handbook (7th Edition):

Bibb, Wanda. “Perceptions of Eight High School Principals Regarding World-Mindedness in Education.” 2012. Web. 22 Mar 2019.

Vancouver:

Bibb W. Perceptions of Eight High School Principals Regarding World-Mindedness in Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10919/77224.

Council of Science Editors:

Bibb W. Perceptions of Eight High School Principals Regarding World-Mindedness in Education. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77224


Northeastern University

29. Doyle, Corbette S. The experience of women who are one of a few on a top management team: an interpretive phenomenological analysis of women at 10 healthcare firms.

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

 Turbulence in the healthcare industry has created new demands for innovation, especially from Top Management Teams (TMTs). These teams are charged with both setting strategic… (more)

Subjects/Keywords: gender diversity; healthcare; social categorization theory; social identity theory; top management teams

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APA (6th Edition):

Doyle, C. S. (2017). The experience of women who are one of a few on a top management team: an interpretive phenomenological analysis of women at 10 healthcare firms. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247145

Chicago Manual of Style (16th Edition):

Doyle, Corbette S. “The experience of women who are one of a few on a top management team: an interpretive phenomenological analysis of women at 10 healthcare firms.” 2017. Doctoral Dissertation, Northeastern University. Accessed March 22, 2019. http://hdl.handle.net/2047/D20247145.

MLA Handbook (7th Edition):

Doyle, Corbette S. “The experience of women who are one of a few on a top management team: an interpretive phenomenological analysis of women at 10 healthcare firms.” 2017. Web. 22 Mar 2019.

Vancouver:

Doyle CS. The experience of women who are one of a few on a top management team: an interpretive phenomenological analysis of women at 10 healthcare firms. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/2047/D20247145.

Council of Science Editors:

Doyle CS. The experience of women who are one of a few on a top management team: an interpretive phenomenological analysis of women at 10 healthcare firms. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247145


University of Cincinnati

30. FOSTER, WARREN R. THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY.

Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati

 The Problem This study addresses the shortage of successful bids to build and restore the schools of this large Midwestern Urban School District (The District)… (more)

Subjects/Keywords: Education, Adult and Continuing; self-efficacy; Wilcoxon Signed Rank Sum test; Likart Scale; Supplier Diversity

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APA (6th Edition):

FOSTER, W. R. (2007). THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1171310672

Chicago Manual of Style (16th Edition):

FOSTER, WARREN R. “THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed March 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1171310672.

MLA Handbook (7th Edition):

FOSTER, WARREN R. “THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY.” 2007. Web. 22 Mar 2019.

Vancouver:

FOSTER WR. THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Mar 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1171310672.

Council of Science Editors:

FOSTER WR. THE IMPACT OF A BIDDER WORKSHOP ON SELF-EFFICACY. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1171310672

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