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Degree: Doctorate in Education

You searched for subject:(Feminist). Showing records 1 – 10 of 10 total matches.

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1. Belichesky-Larson, Jennifer. Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  The purpose of this study was to expand on the current research pertaining to women in science, technology, engineering, and mathematics (STEM) majors, better… (more)

Subjects/Keywords: Critical feminist theory; Living Learning Communities; Standpoint Theory; STEM; Education; Feminist, Gender, and Sexuality Studies; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Belichesky-Larson, J. (2013). Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/221

Chicago Manual of Style (16th Edition):

Belichesky-Larson, Jennifer. “Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/221.

MLA Handbook (7th Edition):

Belichesky-Larson, Jennifer. “Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics.” 2013. Web. 15 Jul 2019.

Vancouver:

Belichesky-Larson J. Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/221.

Council of Science Editors:

Belichesky-Larson J. Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/221

2. Lebental, Dana Michelle. Women Principals of Jewish Secular High Schools in Israel: Access and Progress.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  This quantitative investigation focused on women high school principals at Jewish secular schools throughout Israel. Despite challenges, Israeli women have succeeded in obtaining over… (more)

Subjects/Keywords: High School; International Education; Israel; Principals; Women; Education; Educational Leadership; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Lebental, D. M. (2013). Women Principals of Jewish Secular High Schools in Israel: Access and Progress. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/222

Chicago Manual of Style (16th Edition):

Lebental, Dana Michelle. “Women Principals of Jewish Secular High Schools in Israel: Access and Progress.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/222.

MLA Handbook (7th Edition):

Lebental, Dana Michelle. “Women Principals of Jewish Secular High Schools in Israel: Access and Progress.” 2013. Web. 15 Jul 2019.

Vancouver:

Lebental DM. Women Principals of Jewish Secular High Schools in Israel: Access and Progress. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/222.

Council of Science Editors:

Lebental DM. Women Principals of Jewish Secular High Schools in Israel: Access and Progress. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/222

3. Martin, Salvador. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  Latinas face many challenges within public schools. They are a marginalized group that has struggled to overcome the effects of practices that have created… (more)

Subjects/Keywords: consciousness; critical; feminist; Freire; Latinas; standpoint; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Martin, S. (2011). Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/254

Chicago Manual of Style (16th Edition):

Martin, Salvador. “Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/254.

MLA Handbook (7th Edition):

Martin, Salvador. “Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces.” 2011. Web. 15 Jul 2019.

Vancouver:

Martin S. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/254.

Council of Science Editors:

Martin S. Rethinking Critical Consciousness: Latina Teachers, Latina Girls, and Alternative Educational Spaces. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/254

4. Lara, Mayra Alejandra. Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas.

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

  By employing pláticas y encuentros, this qualitative study examined the testimonios of Chicana/Latina youth and their experiences with navigating the sexual politics on the… (more)

Subjects/Keywords: Chicana/Latina Feminist Theory; Critical Pedagogy; Gender; High School Students; Sexual Politics; Testimonios; Educational Leadership

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APA (6th Edition):

Lara, M. A. (2018). Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/527

Chicago Manual of Style (16th Edition):

Lara, Mayra Alejandra. “Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/527.

MLA Handbook (7th Edition):

Lara, Mayra Alejandra. “Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas.” 2018. Web. 15 Jul 2019.

Vancouver:

Lara MA. Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/527.

Council of Science Editors:

Lara MA. Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas. [Doctoral Dissertation]. Loyola Marymount University; 2018. Available from: https://digitalcommons.lmu.edu/etd/527

5. Starnes, Martinique. Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; A. Brown & Donnor, 2011; Howard,… (more)

Subjects/Keywords: African American; Attrition; Low Income; Minority; Post Secondary; Resilience; African American Studies; Education; Feminist, Gender, and Sexuality Studies; Higher Education

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APA (6th Edition):

Starnes, M. (2015). Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/187

Chicago Manual of Style (16th Edition):

Starnes, Martinique. “Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/187.

MLA Handbook (7th Edition):

Starnes, Martinique. “Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education.” 2015. Web. 15 Jul 2019.

Vancouver:

Starnes M. Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/187.

Council of Science Editors:

Starnes M. Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/187

6. Alber, Rebecca. Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development… (more)

Subjects/Keywords: adolescent girls of color; creative writing; critical feminist pedagogy; critical literacy; critical pedagogy; secondary public school education; Education

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APA (6th Edition):

Alber, R. (2016). Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/487

Chicago Manual of Style (16th Edition):

Alber, Rebecca. “Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/487.

MLA Handbook (7th Edition):

Alber, Rebecca. “Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Web. 15 Jul 2019.

Vancouver:

Alber R. Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/487.

Council of Science Editors:

Alber R. Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/487

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Despenza, Nadia. “Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers.” 2018. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/534.

MLA Handbook (7th Edition):

Despenza, Nadia. “Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers.” 2018. Web. 15 Jul 2019.

Vancouver:

Despenza N. Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2018. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/534.

Council of Science Editors:

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

8. Taylor, Michelle Flowers. Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

  Late-adolescent African American students face unique difficulties on their journey to womanhood. As members of a double minority (i.e., African American and female) (Jean… (more)

Subjects/Keywords: African American; Girlhood; Identity; Language; Late-adolescents; Literacy; African American Studies; Education; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Taylor, M. F. (2015). Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/186

Chicago Manual of Style (16th Edition):

Taylor, Michelle Flowers. “Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/186.

MLA Handbook (7th Edition):

Taylor, Michelle Flowers. “Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen.” 2015. Web. 15 Jul 2019.

Vancouver:

Taylor MF. Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/186.

Council of Science Editors:

Taylor MF. Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/186

9. Huff, Krystal. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in… (more)

Subjects/Keywords: African American girls; Black girls; Critical mentoring; Mentoring; Mentorship; Support services; African American Studies; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Huff, K. (2019). Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/804

Chicago Manual of Style (16th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/804.

MLA Handbook (7th Edition):

Huff, Krystal. “Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment.” 2019. Web. 15 Jul 2019.

Vancouver:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/804.

Council of Science Editors:

Huff K. Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/804

10. Bickett, Jill Patricia. A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School.

Degree: Doctorate in Education, Education, 2008, Loyola Marymount University

  The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This… (more)

Subjects/Keywords: Catholic education; gender equity; single sex education; social learning theory; student leadership; student service; Education; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Bickett, J. P. (2008). A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/275

Chicago Manual of Style (16th Edition):

Bickett, Jill Patricia. “A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School.” 2008. Doctoral Dissertation, Loyola Marymount University. Accessed July 15, 2019. https://digitalcommons.lmu.edu/etd/275.

MLA Handbook (7th Edition):

Bickett, Jill Patricia. “A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School.” 2008. Web. 15 Jul 2019.

Vancouver:

Bickett JP. A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2008. [cited 2019 Jul 15]. Available from: https://digitalcommons.lmu.edu/etd/275.

Council of Science Editors:

Bickett JP. A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School. [Doctoral Dissertation]. Loyola Marymount University; 2008. Available from: https://digitalcommons.lmu.edu/etd/275

.