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Degree: EdD

You searched for subject:(Hispanic American women ). Showing records 1 – 30 of 469 total matches.

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Northeastern University

1. Bucheli, Hernan. [Hispanic male student success at California Catholic colleges].

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

 This study focused on the needs of male Hispanic college and university students for them to persevere to graduation. Interviews were structured to answer what… (more)

Subjects/Keywords: Hispanic; male; peer; Hispanic American men; Education (Higher); Hispanic American college students; Economic conditions; Hispanic American college students; Social conditions; Catholic universities and colleges; Academic achievement

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APA (6th Edition):

Bucheli, H. (2016). [Hispanic male student success at California Catholic colleges]. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221826

Chicago Manual of Style (16th Edition):

Bucheli, Hernan. “[Hispanic male student success at California Catholic colleges].” 2016. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20221826.

MLA Handbook (7th Edition):

Bucheli, Hernan. “[Hispanic male student success at California Catholic colleges].” 2016. Web. 19 Jun 2019.

Vancouver:

Bucheli H. [Hispanic male student success at California Catholic colleges]. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20221826.

Council of Science Editors:

Bucheli H. [Hispanic male student success at California Catholic colleges]. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221826


Arizona State University

2. Ulibarri-Nasio, Crystal Starr. The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success.

Degree: EdD, Higher and Postsecondary Education, 2010, Arizona State University

 Established in 1983 by the College Board, the National Hispanic Recognition Program annually recognizes approximately 3,300 Hispanic students who scored the highest on the Preliminary… (more)

Subjects/Keywords: Higher Education; Hispanic American Studies; Education, General; Cultural Capital; Funds of Knowledge; Hispanic College Students; National Hispanic Scholars; Positioning

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APA (6th Edition):

Ulibarri-Nasio, C. S. (2010). The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8762

Chicago Manual of Style (16th Edition):

Ulibarri-Nasio, Crystal Starr. “The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success.” 2010. Doctoral Dissertation, Arizona State University. Accessed June 19, 2019. http://repository.asu.edu/items/8762.

MLA Handbook (7th Edition):

Ulibarri-Nasio, Crystal Starr. “The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success.” 2010. Web. 19 Jun 2019.

Vancouver:

Ulibarri-Nasio CS. The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success. [Internet] [Doctoral dissertation]. Arizona State University; 2010. [cited 2019 Jun 19]. Available from: http://repository.asu.edu/items/8762.

Council of Science Editors:

Ulibarri-Nasio CS. The Power of Positioning: The Stories of National Hispanic Scholars' Lives and Their Mothers' Careful Placement to Enhance the Likelihood of Academic Success. [Doctoral Dissertation]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8762


Oregon State University

3. Gutierrez, Roberto. A qualitative study of successful Hispanic transfer students at a community college.

Degree: EdD, Education, 2003, Oregon State University

Subjects/Keywords: Hispanic American college students  – Attitudes

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APA (6th Edition):

Gutierrez, R. (2003). A qualitative study of successful Hispanic transfer students at a community college. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/30481

Chicago Manual of Style (16th Edition):

Gutierrez, Roberto. “A qualitative study of successful Hispanic transfer students at a community college.” 2003. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/30481.

MLA Handbook (7th Edition):

Gutierrez, Roberto. “A qualitative study of successful Hispanic transfer students at a community college.” 2003. Web. 19 Jun 2019.

Vancouver:

Gutierrez R. A qualitative study of successful Hispanic transfer students at a community college. [Internet] [Doctoral dissertation]. Oregon State University; 2003. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/30481.

Council of Science Editors:

Gutierrez R. A qualitative study of successful Hispanic transfer students at a community college. [Doctoral Dissertation]. Oregon State University; 2003. Available from: http://hdl.handle.net/1957/30481


Oregon State University

4. Bennett, Judith N. Participation, persistence, and progression : motivating factors in the success of Hispanic community college students who moved from mastering English as a second language to a certificate or degree program.

Degree: EdD, Education, 1996, Oregon State University

 This interpretive research sought to understand how eight Hispanic students who mastered English as a Second Language (ESL) matriculated at a rural community college, and… (more)

Subjects/Keywords: Hispanic American college students

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APA (6th Edition):

Bennett, J. N. (1996). Participation, persistence, and progression : motivating factors in the success of Hispanic community college students who moved from mastering English as a second language to a certificate or degree program. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/19054

Chicago Manual of Style (16th Edition):

Bennett, Judith N. “Participation, persistence, and progression : motivating factors in the success of Hispanic community college students who moved from mastering English as a second language to a certificate or degree program.” 1996. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/19054.

MLA Handbook (7th Edition):

Bennett, Judith N. “Participation, persistence, and progression : motivating factors in the success of Hispanic community college students who moved from mastering English as a second language to a certificate or degree program.” 1996. Web. 19 Jun 2019.

Vancouver:

Bennett JN. Participation, persistence, and progression : motivating factors in the success of Hispanic community college students who moved from mastering English as a second language to a certificate or degree program. [Internet] [Doctoral dissertation]. Oregon State University; 1996. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/19054.

Council of Science Editors:

Bennett JN. Participation, persistence, and progression : motivating factors in the success of Hispanic community college students who moved from mastering English as a second language to a certificate or degree program. [Doctoral Dissertation]. Oregon State University; 1996. Available from: http://hdl.handle.net/1957/19054


Northeastern University

5. Janeiro, Mary Ellen. Understanding perceptions of Latino parents who relocate from low performing urban to high performing suburban school districts.

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

 As the Latino population continues to grow and economic and academic success for this demographic becomes more widespread in the United States, there is and… (more)

Subjects/Keywords: high-performing; Latino; low-performing; relocate; suburban; urban; Hispanic American children; Education; Social aspects; Hispanic American families; Social aspects; Suburban schools; Education; Parent participation; Academic achievement

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APA (6th Edition):

Janeiro, M. E. (2016). Understanding perceptions of Latino parents who relocate from low performing urban to high performing suburban school districts. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20197063

Chicago Manual of Style (16th Edition):

Janeiro, Mary Ellen. “Understanding perceptions of Latino parents who relocate from low performing urban to high performing suburban school districts.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20197063.

MLA Handbook (7th Edition):

Janeiro, Mary Ellen. “Understanding perceptions of Latino parents who relocate from low performing urban to high performing suburban school districts.” 2016. Web. 19 Jun 2019.

Vancouver:

Janeiro ME. Understanding perceptions of Latino parents who relocate from low performing urban to high performing suburban school districts. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20197063.

Council of Science Editors:

Janeiro ME. Understanding perceptions of Latino parents who relocate from low performing urban to high performing suburban school districts. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20197063


Oregon State University

6. Jones, Gary E. Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges.

Degree: EdD, Education, 2005, Oregon State University

 This study was designed to investigate a phenomenon, retention of Hispanic adult second language learners in Washington State's community colleges, from a qualitative paradigm and… (more)

Subjects/Keywords: Hispanic American dropouts  – Washington (State)  – Attitudes

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APA (6th Edition):

Jones, G. E. (2005). Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/29798

Chicago Manual of Style (16th Edition):

Jones, Gary E. “Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges.” 2005. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/29798.

MLA Handbook (7th Edition):

Jones, Gary E. “Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges.” 2005. Web. 19 Jun 2019.

Vancouver:

Jones GE. Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2005. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/29798.

Council of Science Editors:

Jones GE. Retention of adult second language learners : Hispanic learners in Washington State communicty and technical colleges. [Doctoral Dissertation]. Oregon State University; 2005. Available from: http://hdl.handle.net/1957/29798


Arizona State University

7. Volk, Michael John. Demographic Change and White Flight in Rural America: Exploiting Minority Labor and Segregating Public Schools in Garden City, KS.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 "White flight" is a sociological phenomenon where White members depart urban neighborhoods or schools predominantly populated by minorities, and move to places like suburbs or… (more)

Subjects/Keywords: Social Sciences Education; Education Policy; Hispanic American Studies; Demographic; Equality; Segregation; Social Justice; White flight

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APA (6th Edition):

Volk, M. J. (2011). Demographic Change and White Flight in Rural America: Exploiting Minority Labor and Segregating Public Schools in Garden City, KS. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9317

Chicago Manual of Style (16th Edition):

Volk, Michael John. “Demographic Change and White Flight in Rural America: Exploiting Minority Labor and Segregating Public Schools in Garden City, KS.” 2011. Doctoral Dissertation, Arizona State University. Accessed June 19, 2019. http://repository.asu.edu/items/9317.

MLA Handbook (7th Edition):

Volk, Michael John. “Demographic Change and White Flight in Rural America: Exploiting Minority Labor and Segregating Public Schools in Garden City, KS.” 2011. Web. 19 Jun 2019.

Vancouver:

Volk MJ. Demographic Change and White Flight in Rural America: Exploiting Minority Labor and Segregating Public Schools in Garden City, KS. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jun 19]. Available from: http://repository.asu.edu/items/9317.

Council of Science Editors:

Volk MJ. Demographic Change and White Flight in Rural America: Exploiting Minority Labor and Segregating Public Schools in Garden City, KS. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9317


Oregon State University

8. Washington, Kim Elaine. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.

Degree: EdD, Education, 2008, Oregon State University

 The focus of this study was to examine the administrative legacy of two African American women administrators, Maxine Buie Mimms and Wintonnette Joye Hardiman, who… (more)

Subjects/Keywords: African American women administrators; Mimms, Maxine Buie

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APA (6th Edition):

Washington, K. E. (2008). The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11780

Chicago Manual of Style (16th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/11780.

MLA Handbook (7th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Web. 19 Jun 2019.

Vancouver:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/11780.

Council of Science Editors:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/11780


Northeastern University

9. Camacho, Dennis. The drop out decisions of Latino college students.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

 Scholars in the field of higher education administration have researched the factors that mold the collegiate experience for Latino college students, specifically how they affect… (more)

Subjects/Keywords: college; drop out; first generation; Latino; students; Latino(s); Hispanic(s); Chicano(s); northeast; Greek lettered; socioeconomic; first generation; persistence; acclimation; retention; graduation; Educational Administration and Supervision; Educational Leadership; Hispanic American college students; Hispanic Americans; Education (Higher); First-generation college students; Hispanic American Greek letter societies; Student adjustment

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APA (6th Edition):

Camacho, D. (2014). The drop out decisions of Latino college students. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018681

Chicago Manual of Style (16th Edition):

Camacho, Dennis. “The drop out decisions of Latino college students.” 2014. Masters Thesis, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/d20018681.

MLA Handbook (7th Edition):

Camacho, Dennis. “The drop out decisions of Latino college students.” 2014. Web. 19 Jun 2019.

Vancouver:

Camacho D. The drop out decisions of Latino college students. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/d20018681.

Council of Science Editors:

Camacho D. The drop out decisions of Latino college students. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018681

10. Mijares, Betsy J, Dr. NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS.

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

  In Texas, there is an increase of the Hispanic population and not a significant increase in Hispanic administrators. Women remain underrepresented in the principalship… (more)

Subjects/Keywords: Mexican-American; Texas; Principals; Hispanic; Elementary; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; Educational Leadership; Elementary Education

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APA (6th Edition):

Mijares, Betsy J, D. (2017). NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from https://scholarworks.sfasu.edu/etds/72

Chicago Manual of Style (16th Edition):

Mijares, Betsy J, Dr. “NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS.” 2017. Doctoral Dissertation, Stephen F. Austin State University. Accessed June 19, 2019. https://scholarworks.sfasu.edu/etds/72.

MLA Handbook (7th Edition):

Mijares, Betsy J, Dr. “NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS.” 2017. Web. 19 Jun 2019.

Vancouver:

Mijares, Betsy J D. NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS. [Internet] [Doctoral dissertation]. Stephen F. Austin State University; 2017. [cited 2019 Jun 19]. Available from: https://scholarworks.sfasu.edu/etds/72.

Council of Science Editors:

Mijares, Betsy J D. NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS. [Doctoral Dissertation]. Stephen F. Austin State University; 2017. Available from: https://scholarworks.sfasu.edu/etds/72


Northeastern University

11. Munden, Shakira D. Starting at the top: increasing African American female representation at higher education administration in the United States.

Degree: EdD, School of Education, 2015, Northeastern University

 The answer towards increasing the presence of African American women in administrative and leadership positions is embedded within the complex organizational dynamics and social cultural… (more)

Subjects/Keywords: black feminism; black women; higher education; white male gateway; African American women college administrators; African American leadership; Educational leadership; Transformational leadership; Feminism; African American women; Social aspects

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APA (6th Edition):

Munden, S. D. (2015). Starting at the top: increasing African American female representation at higher education administration in the United States. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194082

Chicago Manual of Style (16th Edition):

Munden, Shakira D. “Starting at the top: increasing African American female representation at higher education administration in the United States.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20194082.

MLA Handbook (7th Edition):

Munden, Shakira D. “Starting at the top: increasing African American female representation at higher education administration in the United States.” 2015. Web. 19 Jun 2019.

Vancouver:

Munden SD. Starting at the top: increasing African American female representation at higher education administration in the United States. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20194082.

Council of Science Editors:

Munden SD. Starting at the top: increasing African American female representation at higher education administration in the United States. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194082


Northeastern University

12. Taylor, Valerie L. Exploring the leadership education of African American female college students: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this phenomenological study was to examine the lived experiences of African American women and their undergraduate preparation for future leadership roles. African… (more)

Subjects/Keywords: African American women; Black feminist theory; college students; Howard University; leadership; leadership education; African American women college students; Leadership; Study and teaching (Higher); African American leadership; Leadership in women

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APA (6th Edition):

Taylor, V. L. (2015). Exploring the leadership education of African American female college students: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198363

Chicago Manual of Style (16th Edition):

Taylor, Valerie L. “Exploring the leadership education of African American female college students: an interpretative phenomenological analysis.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20198363.

MLA Handbook (7th Edition):

Taylor, Valerie L. “Exploring the leadership education of African American female college students: an interpretative phenomenological analysis.” 2015. Web. 19 Jun 2019.

Vancouver:

Taylor VL. Exploring the leadership education of African American female college students: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20198363.

Council of Science Editors:

Taylor VL. Exploring the leadership education of African American female college students: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198363


Northeastern University

13. Benites, Mary Ann. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.

Degree: EdD, School of Education, 2015, Northeastern University

 This study examined academic resilience of fourteen graduate and post-graduates nationally (Hispanic students). The participants were involved in a variety of academic disciplines and comprised… (more)

Subjects/Keywords: bi-cultural competence; Latina/os; post graduate students; resilience theory; Hispanic Americans; Education (Graduate); Social aspects; Hispanic American college students; Education (Graduate); Social aspects; Graduate students; Social aspects; Minority college students; Graduate students; Social aspects; Resilience (Personality trait); Academic achievement; Biculturalism

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APA (6th Edition):

Benites, M. A. (2015). An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20129068

Chicago Manual of Style (16th Edition):

Benites, Mary Ann. “An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20129068.

MLA Handbook (7th Edition):

Benites, Mary Ann. “An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.” 2015. Web. 19 Jun 2019.

Vancouver:

Benites MA. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20129068.

Council of Science Editors:

Benites MA. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20129068

14. Robinson, Carrie. The Characteristics and Experiences of Successful Undergraduate Latina Students Who Persist in Engineering.

Degree: EdD, Higher and Postsecondary Education, 2012, Arizona State University

 Females and underrepresented ethnic minorities earn a small percentage of engineering and computer science bachelor's degrees awarded in the United States, earn an even smaller… (more)

Subjects/Keywords: Higher education; Hispanic American studies; Engineering; Engineering; Higher Education; Hispanic; Latina; Persistence; Retention

…There is a larger need to educate the American Hispanic population, which has the potential to… …needed to advance the STEM achievement of women from a Hispanic 4 background—an ethnicity… …historical oppression of the American Hispanic population, it is easy to see where similar beliefs… …33 3. One-Year Persistence Rates for Hispanic First-time Full-time Freshmen in… …Choices ... 13 ix DEFINITION OF TERMS 1. American In this study, American refers exclusively… 

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APA (6th Edition):

Robinson, C. (2012). The Characteristics and Experiences of Successful Undergraduate Latina Students Who Persist in Engineering. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14767

Chicago Manual of Style (16th Edition):

Robinson, Carrie. “The Characteristics and Experiences of Successful Undergraduate Latina Students Who Persist in Engineering.” 2012. Doctoral Dissertation, Arizona State University. Accessed June 19, 2019. http://repository.asu.edu/items/14767.

MLA Handbook (7th Edition):

Robinson, Carrie. “The Characteristics and Experiences of Successful Undergraduate Latina Students Who Persist in Engineering.” 2012. Web. 19 Jun 2019.

Vancouver:

Robinson C. The Characteristics and Experiences of Successful Undergraduate Latina Students Who Persist in Engineering. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Jun 19]. Available from: http://repository.asu.edu/items/14767.

Council of Science Editors:

Robinson C. The Characteristics and Experiences of Successful Undergraduate Latina Students Who Persist in Engineering. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14767


Northeastern University

15. Lilley, Robert. Lived experiences of Latino students in CTE high school programs: negotiating/developing identity, relationships, and future goals.

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

 With projections over the next decade suggesting that two thirds of future jobs will require some college or advanced technical training, the United States' ability… (more)

Subjects/Keywords: career technical education; Latino students; social constructivism; Career education; Technical education; Vocational education; Hispanic American high school students; Vocational guidance; Constructivism (Education)

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APA (6th Edition):

Lilley, R. (2016). Lived experiences of Latino students in CTE high school programs: negotiating/developing identity, relationships, and future goals. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20222236

Chicago Manual of Style (16th Edition):

Lilley, Robert. “Lived experiences of Latino students in CTE high school programs: negotiating/developing identity, relationships, and future goals.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20222236.

MLA Handbook (7th Edition):

Lilley, Robert. “Lived experiences of Latino students in CTE high school programs: negotiating/developing identity, relationships, and future goals.” 2016. Web. 19 Jun 2019.

Vancouver:

Lilley R. Lived experiences of Latino students in CTE high school programs: negotiating/developing identity, relationships, and future goals. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20222236.

Council of Science Editors:

Lilley R. Lived experiences of Latino students in CTE high school programs: negotiating/developing identity, relationships, and future goals. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20222236

16. Portillo, Danelia Alejandra. The Effects of the American Dream Academy on Hispanic Parents' Beliefs, Knowledge, and Behaviors Regarding Pre-Kinder to Post-Secondary Education.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

 ABSTRACT The high percentage and the steady growth of Hispanic/Latino students in Arizona demand that special attention be placed on improving academic achievement and attainment.… (more)

Subjects/Keywords: Educational administration; Educational leadership; American; Dream; hispanic; parent involvement

…30 The American Dream Academy… …110 ix LIST OF TABLES Table Page 1 Changes in Population (Pop) for Hispanic… …Latino (H/L) in the United States ........4 2 Changes in the Hispanic/Latino (H… …Mexican-American Students Taking the Advanced Placement ...............21 9 Arizona Mexican… …American Students Taking the SAT in 2012 ............................21 10 Percentage of Parents… 

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APA (6th Edition):

Portillo, D. A. (2013). The Effects of the American Dream Academy on Hispanic Parents' Beliefs, Knowledge, and Behaviors Regarding Pre-Kinder to Post-Secondary Education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/20987

Chicago Manual of Style (16th Edition):

Portillo, Danelia Alejandra. “The Effects of the American Dream Academy on Hispanic Parents' Beliefs, Knowledge, and Behaviors Regarding Pre-Kinder to Post-Secondary Education.” 2013. Doctoral Dissertation, Arizona State University. Accessed June 19, 2019. http://repository.asu.edu/items/20987.

MLA Handbook (7th Edition):

Portillo, Danelia Alejandra. “The Effects of the American Dream Academy on Hispanic Parents' Beliefs, Knowledge, and Behaviors Regarding Pre-Kinder to Post-Secondary Education.” 2013. Web. 19 Jun 2019.

Vancouver:

Portillo DA. The Effects of the American Dream Academy on Hispanic Parents' Beliefs, Knowledge, and Behaviors Regarding Pre-Kinder to Post-Secondary Education. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Jun 19]. Available from: http://repository.asu.edu/items/20987.

Council of Science Editors:

Portillo DA. The Effects of the American Dream Academy on Hispanic Parents' Beliefs, Knowledge, and Behaviors Regarding Pre-Kinder to Post-Secondary Education. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/20987

17. Escontrias, Jr., Gabriel. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program.

Degree: EdD, Higher and Postsecondary Education, 2012, Arizona State University

 Latinas and Latinos are currently underrepresented in terms of our 21st century student academic attainment and workforce, compared to the total U.S. Hispanic population. In… (more)

Subjects/Keywords: Higher education; Hispanic American studies; Education; Latina/o; STEM

…Black or African American; Hispanic or Latino; Native Hawaiian or Other Pacific Islander; or… …3 2. New Hispanic or Latino Mathematical Sciences Doctoral Recipients of U.S. Citizenship… …Hispanic Population by County ..................................................5 4. Social… …the affairs of higher education. For instance he believes that American higher education “is… …of digital photography. In addition, he clarifies that “American colleges and universities… 

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APA (6th Edition):

Escontrias, Jr., G. (2012). Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14981

Chicago Manual of Style (16th Edition):

Escontrias, Jr., Gabriel. “Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program.” 2012. Doctoral Dissertation, Arizona State University. Accessed June 19, 2019. http://repository.asu.edu/items/14981.

MLA Handbook (7th Edition):

Escontrias, Jr., Gabriel. “Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program.” 2012. Web. 19 Jun 2019.

Vancouver:

Escontrias, Jr. G. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Jun 19]. Available from: http://repository.asu.edu/items/14981.

Council of Science Editors:

Escontrias, Jr. G. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquín Bustoz Math-Science Honors Program. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14981


Brigham Young University

18. Lui, Catherine Johnston. The Perceptual Learning Style Preferences of Hispanic Students in Higher Education.

Degree: EdD, 2017, Brigham Young University

 This paper addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t-tests findings suggest… (more)

Subjects/Keywords: perceptual learning styles; learning styles; learning style preferences; cultural learning differences; country of origin; Hispanic-American students; higher education students; Educational Leadership

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APA (6th Edition):

Lui, C. J. (2017). The Perceptual Learning Style Preferences of Hispanic Students in Higher Education. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7712&context=etd

Chicago Manual of Style (16th Edition):

Lui, Catherine Johnston. “The Perceptual Learning Style Preferences of Hispanic Students in Higher Education.” 2017. Doctoral Dissertation, Brigham Young University. Accessed June 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7712&context=etd.

MLA Handbook (7th Edition):

Lui, Catherine Johnston. “The Perceptual Learning Style Preferences of Hispanic Students in Higher Education.” 2017. Web. 19 Jun 2019.

Vancouver:

Lui CJ. The Perceptual Learning Style Preferences of Hispanic Students in Higher Education. [Internet] [Doctoral dissertation]. Brigham Young University; 2017. [cited 2019 Jun 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7712&context=etd.

Council of Science Editors:

Lui CJ. The Perceptual Learning Style Preferences of Hispanic Students in Higher Education. [Doctoral Dissertation]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7712&context=etd


University of Oklahoma

19. Monts, Cheryl Ann. AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE.

Degree: EdD, 2012, University of Oklahoma

Bold Advisors/Committee Members: Frick, William (advisor).

Subjects/Keywords: African American women school principals – Interviews; African American women school principals – Case studies

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APA (6th Edition):

Monts, C. A. (2012). AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318668

Chicago Manual of Style (16th Edition):

Monts, Cheryl Ann. “AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed June 19, 2019. http://hdl.handle.net/11244/318668.

MLA Handbook (7th Edition):

Monts, Cheryl Ann. “AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE.” 2012. Web. 19 Jun 2019.

Vancouver:

Monts CA. AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/11244/318668.

Council of Science Editors:

Monts CA. AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318668


University of Georgia

20. Dobbs, Ashley Marie. The metamorphosis of black butterflies:: a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution.

Degree: EdD, Student Affairs Leadership, 2018, University of Georgia

 Using narrative inquiry, the purpose of this qualitative study was to understand the persistence factors of African American undergraduate women attending a predominantly White institution… (more)

Subjects/Keywords: African American undergraduate women; narrative inquiry; photo elicitation; persistence; predominantly White institution

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APA (6th Edition):

Dobbs, A. M. (2018). The metamorphosis of black butterflies:: a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38354

Chicago Manual of Style (16th Edition):

Dobbs, Ashley Marie. “The metamorphosis of black butterflies:: a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution.” 2018. Doctoral Dissertation, University of Georgia. Accessed June 19, 2019. http://hdl.handle.net/10724/38354.

MLA Handbook (7th Edition):

Dobbs, Ashley Marie. “The metamorphosis of black butterflies:: a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution.” 2018. Web. 19 Jun 2019.

Vancouver:

Dobbs AM. The metamorphosis of black butterflies:: a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10724/38354.

Council of Science Editors:

Dobbs AM. The metamorphosis of black butterflies:: a narrative inquiry examining persistence factors of African American undergraduate women attending a predominantly white institution. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38354


University of South Carolina

21. White, Sharon Lee. Up Close and Personal: Using Narrative Inquiry to Examine the Persistance Strategies Utilized by Non-Traditional African American Women Students At A Traditionally Oriented University.

Degree: EdD, Instruction and Teacher Education, 2009, University of South Carolina

According to the National Center for Education Statistics (NCES), nearly half of the enrolled college students in the United States of America (USA) are 24… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Adult Learners; African-American Women Students; Non-Traditional Students; Persistence Strategies

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APA (6th Edition):

White, S. L. (2009). Up Close and Personal: Using Narrative Inquiry to Examine the Persistance Strategies Utilized by Non-Traditional African American Women Students At A Traditionally Oriented University. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/108

Chicago Manual of Style (16th Edition):

White, Sharon Lee. “Up Close and Personal: Using Narrative Inquiry to Examine the Persistance Strategies Utilized by Non-Traditional African American Women Students At A Traditionally Oriented University.” 2009. Doctoral Dissertation, University of South Carolina. Accessed June 19, 2019. https://scholarcommons.sc.edu/etd/108.

MLA Handbook (7th Edition):

White, Sharon Lee. “Up Close and Personal: Using Narrative Inquiry to Examine the Persistance Strategies Utilized by Non-Traditional African American Women Students At A Traditionally Oriented University.” 2009. Web. 19 Jun 2019.

Vancouver:

White SL. Up Close and Personal: Using Narrative Inquiry to Examine the Persistance Strategies Utilized by Non-Traditional African American Women Students At A Traditionally Oriented University. [Internet] [Doctoral dissertation]. University of South Carolina; 2009. [cited 2019 Jun 19]. Available from: https://scholarcommons.sc.edu/etd/108.

Council of Science Editors:

White SL. Up Close and Personal: Using Narrative Inquiry to Examine the Persistance Strategies Utilized by Non-Traditional African American Women Students At A Traditionally Oriented University. [Doctoral Dissertation]. University of South Carolina; 2009. Available from: https://scholarcommons.sc.edu/etd/108


Duquesne University

22. Knox, Renee. Improving Higher Education Attainment Among African American Women.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2015, Duquesne University

 African American women enroll and persist in post-secondary education at higher rates than African American males yet there is little research on the factors that… (more)

Subjects/Keywords: African American Women; Black Culture; Educational Equity; Gender Bias; Student Persistence; Underrepresented Students

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APA (6th Edition):

Knox, R. (2015). Improving Higher Education Attainment Among African American Women. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/760

Chicago Manual of Style (16th Edition):

Knox, Renee. “Improving Higher Education Attainment Among African American Women.” 2015. Doctoral Dissertation, Duquesne University. Accessed June 19, 2019. https://dsc.duq.edu/etd/760.

MLA Handbook (7th Edition):

Knox, Renee. “Improving Higher Education Attainment Among African American Women.” 2015. Web. 19 Jun 2019.

Vancouver:

Knox R. Improving Higher Education Attainment Among African American Women. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Jun 19]. Available from: https://dsc.duq.edu/etd/760.

Council of Science Editors:

Knox R. Improving Higher Education Attainment Among African American Women. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/760


North Carolina State University

23. Wilder, Jennifer Anita. Knowledge Construction of African American Women in an Historically Black College and University Setting.

Degree: EdD, Higher Education Administration, 2008, North Carolina State University

Subjects/Keywords: African American women; Knowledge Construction; HBCU

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APA (6th Edition):

Wilder, J. A. (2008). Knowledge Construction of African American Women in an Historically Black College and University Setting. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5704

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):

Wilder, Jennifer Anita. “Knowledge Construction of African American Women in an Historically Black College and University Setting.” 2008. Thesis, North Carolina State University. Accessed June 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5704.

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

MLA Handbook (7th Edition):

Wilder, Jennifer Anita. “Knowledge Construction of African American Women in an Historically Black College and University Setting.” 2008. Web. 19 Jun 2019.

Vancouver:

Wilder JA. Knowledge Construction of African American Women in an Historically Black College and University Setting. [Internet] [Thesis]. North Carolina State University; 2008. [cited 2019 Jun 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5704.

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

Council of Science Editors:

Wilder JA. Knowledge Construction of African American Women in an Historically Black College and University Setting. [Thesis]. North Carolina State University; 2008. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5704

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


Northeastern University

24. Hom, Delia Cheung. Understanding Asian American female college students and their sense of belonging.

Degree: EdD, School of Education, 2015, Northeastern University

 Asian American students represent one of the fastest growing populations of students on college campuses in the U.S. (National Commission Asian American and Pacific Islander… (more)

Subjects/Keywords: Asian American female college students; sense of belonging; student involvement; Asian American women; Education (Secondary); Asian American women; Social aspects; Asian American college students; Social aspects; Student adjustment; Belonging (Social psychology); Student affairs services; Student activities

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APA (6th Edition):

Hom, D. C. (2015). Understanding Asian American female college students and their sense of belonging. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20193848

Chicago Manual of Style (16th Edition):

Hom, Delia Cheung. “Understanding Asian American female college students and their sense of belonging.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20193848.

MLA Handbook (7th Edition):

Hom, Delia Cheung. “Understanding Asian American female college students and their sense of belonging.” 2015. Web. 19 Jun 2019.

Vancouver:

Hom DC. Understanding Asian American female college students and their sense of belonging. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20193848.

Council of Science Editors:

Hom DC. Understanding Asian American female college students and their sense of belonging. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20193848


Northeastern University

25. Griffith, Tashika. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

 The number of Black female graduate students withdrawing from predominantly White institutions (PWIs) continues to rise each year due to negative campus experiences with race… (more)

Subjects/Keywords: Black female leadership; Black graduate students; socialization; student engagement; student leadership; Education; Higher Education Administration; African American women college students; Social aspects; African American women; Education (Higher); African American graduate students; Social aspects; African American leadership; College student government; Discrimination in higher education

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APA (6th Edition):

Griffith, T. (2014). You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018689

Chicago Manual of Style (16th Edition):

Griffith, Tashika. “You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.” 2014. Masters Thesis, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/d20018689.

MLA Handbook (7th Edition):

Griffith, Tashika. “You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution.” 2014. Web. 19 Jun 2019.

Vancouver:

Griffith T. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/d20018689.

Council of Science Editors:

Griffith T. You can't see what I can see:: examining the campus leadership experiences of black female graduate students at a predominantly white institution. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018689

26. Balotta, Maria. Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them.

Degree: EdD, College of Education, 2011, Ashland University

 This qualitative study was conducted in the Midwestern U.S. It examined the resilience stories of Puerto Rican educators in an urban school district. The sample… (more)

Subjects/Keywords: Educational Psychology; Ethnic Studies; Hispanic American Studies; Latin American Studies; Multicultural Education; Personality Psychology; Psychology; School Counseling; Spirituality; Teaching; resilience; Puerto Ricans; acculturation; race; language discrimination; Puerto Rico; educators; protective factors; culture; Puerto Rican Diaspora; Hispanics; Latinos; spirituality; teachers; school counselors; personal attributes; environmental factors

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APA (6th Edition):

Balotta, M. (2011). Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552

Chicago Manual of Style (16th Edition):

Balotta, Maria. “Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them.” 2011. Doctoral Dissertation, Ashland University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.

MLA Handbook (7th Edition):

Balotta, Maria. “Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them.” 2011. Web. 19 Jun 2019.

Vancouver:

Balotta M. Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them. [Internet] [Doctoral dissertation]. Ashland University; 2011. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.

Council of Science Editors:

Balotta M. Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them. [Doctoral Dissertation]. Ashland University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552


Northeastern University

27. Terry, Shelicia R. Knowing your who: a qualitative field research on how teachers develop culturally responsive teaching practices in an effort to close the academic achievement gap of students of color.

Degree: EdD, School of Education, 2015, Northeastern University

 In recent years, there has been an increase in the achievement rate of students in U.S. public schools; however, the gap in achievement between White… (more)

Subjects/Keywords: academic achievement gap; Latinos; African-Americans; culturally responsive teaching practices; Critical pedagogy; Multicultural education; Middle school education; Curricula; Educational equalization; Academic achievement; Hispanic American students; Education (Middle school); African American students; Education (Middle school)

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APA (6th Edition):

Terry, S. R. (2015). Knowing your who: a qualitative field research on how teachers develop culturally responsive teaching practices in an effort to close the academic achievement gap of students of color. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198367

Chicago Manual of Style (16th Edition):

Terry, Shelicia R. “Knowing your who: a qualitative field research on how teachers develop culturally responsive teaching practices in an effort to close the academic achievement gap of students of color.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/D20198367.

MLA Handbook (7th Edition):

Terry, Shelicia R. “Knowing your who: a qualitative field research on how teachers develop culturally responsive teaching practices in an effort to close the academic achievement gap of students of color.” 2015. Web. 19 Jun 2019.

Vancouver:

Terry SR. Knowing your who: a qualitative field research on how teachers develop culturally responsive teaching practices in an effort to close the academic achievement gap of students of color. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/D20198367.

Council of Science Editors:

Terry SR. Knowing your who: a qualitative field research on how teachers develop culturally responsive teaching practices in an effort to close the academic achievement gap of students of color. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198367


University of Georgia

28. Latimore, Robbie Smith. Rising to the top: a national study of black women community college presidents.

Degree: EdD, Adult Education, 2009, University of Georgia

 The purpose of this study was to understand how African American women community college presidents in the USA ascend to the presidency. The study was… (more)

Subjects/Keywords: Adult Education; African American Women Presidents; Career Development; Community Colleges; Higher Education; Mentoring; Positionality; Racism; Sexism; Women's Career Development

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APA (6th Edition):

Latimore, R. S. (2009). Rising to the top: a national study of black women community college presidents. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/latimore_robbie_s_200905_edd

Chicago Manual of Style (16th Edition):

Latimore, Robbie Smith. “Rising to the top: a national study of black women community college presidents.” 2009. Doctoral Dissertation, University of Georgia. Accessed June 19, 2019. http://purl.galileo.usg.edu/uga_etd/latimore_robbie_s_200905_edd.

MLA Handbook (7th Edition):

Latimore, Robbie Smith. “Rising to the top: a national study of black women community college presidents.” 2009. Web. 19 Jun 2019.

Vancouver:

Latimore RS. Rising to the top: a national study of black women community college presidents. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Jun 19]. Available from: http://purl.galileo.usg.edu/uga_etd/latimore_robbie_s_200905_edd.

Council of Science Editors:

Latimore RS. Rising to the top: a national study of black women community college presidents. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/latimore_robbie_s_200905_edd


University of Southern California

29. Figueroa, Maruth. Achieving the dream: undocumented Central American Latinas in college.

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

 The increase in the U.S. Latino population and its diversity has gained much local and national attention of the need to learn more about their… (more)

Subjects/Keywords: Latino; college persistence; undocumented immigrants; Central American identity; higher education; persistence; women; social capital; intersectionality; multiple identities; Southern California

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APA (6th Edition):

Figueroa, M. (2013). Achieving the dream: undocumented Central American Latinas in college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/317196/rec/490

Chicago Manual of Style (16th Edition):

Figueroa, Maruth. “Achieving the dream: undocumented Central American Latinas in college.” 2013. Doctoral Dissertation, University of Southern California. Accessed June 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/317196/rec/490.

MLA Handbook (7th Edition):

Figueroa, Maruth. “Achieving the dream: undocumented Central American Latinas in college.” 2013. Web. 19 Jun 2019.

Vancouver:

Figueroa M. Achieving the dream: undocumented Central American Latinas in college. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jun 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/317196/rec/490.

Council of Science Editors:

Figueroa M. Achieving the dream: undocumented Central American Latinas in college. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/317196/rec/490


Oregon State University

30. McKinnon, Maurice. Perceptions of an African American woman chief executive officer in a community college setting.

Degree: EdD, Education, 2000, Oregon State University

 Community colleges are in a strategic position to meet the growing demands for educating a population that is in a dynamic state of change, a… (more)

Subjects/Keywords: African American women chief executive officers  – Attitudes

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APA (6th Edition):

McKinnon, M. (2000). Perceptions of an African American woman chief executive officer in a community college setting. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/32906

Chicago Manual of Style (16th Edition):

McKinnon, Maurice. “Perceptions of an African American woman chief executive officer in a community college setting.” 2000. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/32906.

MLA Handbook (7th Edition):

McKinnon, Maurice. “Perceptions of an African American woman chief executive officer in a community college setting.” 2000. Web. 19 Jun 2019.

Vancouver:

McKinnon M. Perceptions of an African American woman chief executive officer in a community college setting. [Internet] [Doctoral dissertation]. Oregon State University; 2000. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/32906.

Council of Science Editors:

McKinnon M. Perceptions of an African American woman chief executive officer in a community college setting. [Doctoral Dissertation]. Oregon State University; 2000. Available from: http://hdl.handle.net/1957/32906

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