Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Historically Black Colleges AND Universities HBCUs ). Showing records 1 – 30 of 2459 total matches.

[1] [2] [3] [4] [5] … [82]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Georgia

1. Cooper, Joseph Nehemiah. A mixed methods exploratory study of black male student athletes' experiences at a historically black university.

Degree: PhD, Kinesiology, 2013, University of Georgia

 The purpose of this study was to identify key influences associated with the academic achievement and college experiences of Black male student athletes at a… (more)

Subjects/Keywords: Black student athletes; academic achievement; interpretive interactionism; institutional theory; historically Black colleges and universities (HBCUs)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cooper, J. N. (2013). A mixed methods exploratory study of black male student athletes' experiences at a historically black university. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cooper_joseph_n_201305_phd

Chicago Manual of Style (16th Edition):

Cooper, Joseph Nehemiah. “A mixed methods exploratory study of black male student athletes' experiences at a historically black university.” 2013. Doctoral Dissertation, University of Georgia. Accessed September 20, 2019. http://purl.galileo.usg.edu/uga_etd/cooper_joseph_n_201305_phd.

MLA Handbook (7th Edition):

Cooper, Joseph Nehemiah. “A mixed methods exploratory study of black male student athletes' experiences at a historically black university.” 2013. Web. 20 Sep 2019.

Vancouver:

Cooper JN. A mixed methods exploratory study of black male student athletes' experiences at a historically black university. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Sep 20]. Available from: http://purl.galileo.usg.edu/uga_etd/cooper_joseph_n_201305_phd.

Council of Science Editors:

Cooper JN. A mixed methods exploratory study of black male student athletes' experiences at a historically black university. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/cooper_joseph_n_201305_phd


The Ohio State University

2. Cato, Sibyl Camille. Historically Black Colleges and Universities and CACREP Accreditation: Counselor Educators’ Perceptions and Barriers in Relation to Accreditation.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

 This qualitative study explored counselor educators’ perceptions of Council for Accreditation of Counseling and Related Programs (CACREP) at Historically Black Colleges and Universities (HBCUs). Specifically,… (more)

Subjects/Keywords: Higher Education; Historically Black Colleges and Universities (HBCUs); CACREP; Counselor Education; Accreditation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cato, S. C. (2009). Historically Black Colleges and Universities and CACREP Accreditation: Counselor Educators’ Perceptions and Barriers in Relation to Accreditation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1253647224

Chicago Manual of Style (16th Edition):

Cato, Sibyl Camille. “Historically Black Colleges and Universities and CACREP Accreditation: Counselor Educators’ Perceptions and Barriers in Relation to Accreditation.” 2009. Doctoral Dissertation, The Ohio State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253647224.

MLA Handbook (7th Edition):

Cato, Sibyl Camille. “Historically Black Colleges and Universities and CACREP Accreditation: Counselor Educators’ Perceptions and Barriers in Relation to Accreditation.” 2009. Web. 20 Sep 2019.

Vancouver:

Cato SC. Historically Black Colleges and Universities and CACREP Accreditation: Counselor Educators’ Perceptions and Barriers in Relation to Accreditation. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253647224.

Council of Science Editors:

Cato SC. Historically Black Colleges and Universities and CACREP Accreditation: Counselor Educators’ Perceptions and Barriers in Relation to Accreditation. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253647224

3. White, George Maurice. Impact Of Retention Initiatives On The Levels Of Self-Efficacy And Hope In African American Students On A Historically Black College And University Campus In Kentucky.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2018, Eastern Kentucky U

  This study examined the levels of self-efficacy and hope of the students at-risk that participated in a college program with multiple retention initiatives. The… (more)

Subjects/Keywords: African American College Students; HBCUs; Historically Black Colleges and Universities; hope; retention; self-efficacy; Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

White, G. M. (2018). Impact Of Retention Initiatives On The Levels Of Self-Efficacy And Hope In African American Students On A Historically Black College And University Campus In Kentucky. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/588

Chicago Manual of Style (16th Edition):

White, George Maurice. “Impact Of Retention Initiatives On The Levels Of Self-Efficacy And Hope In African American Students On A Historically Black College And University Campus In Kentucky.” 2018. Doctoral Dissertation, Eastern Kentucky U. Accessed September 20, 2019. https://encompass.eku.edu/etd/588.

MLA Handbook (7th Edition):

White, George Maurice. “Impact Of Retention Initiatives On The Levels Of Self-Efficacy And Hope In African American Students On A Historically Black College And University Campus In Kentucky.” 2018. Web. 20 Sep 2019.

Vancouver:

White GM. Impact Of Retention Initiatives On The Levels Of Self-Efficacy And Hope In African American Students On A Historically Black College And University Campus In Kentucky. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2018. [cited 2019 Sep 20]. Available from: https://encompass.eku.edu/etd/588.

Council of Science Editors:

White GM. Impact Of Retention Initiatives On The Levels Of Self-Efficacy And Hope In African American Students On A Historically Black College And University Campus In Kentucky. [Doctoral Dissertation]. Eastern Kentucky U; 2018. Available from: https://encompass.eku.edu/etd/588


University of Illinois – Urbana-Champaign

4. Engstrom, Arja. A novel way to learn: black educational fiction from reconstruction to the Harlem renaissance.

Degree: PhD, 0311, 2014, University of Illinois – Urbana-Champaign

 A Novel Way to Learn examines the development of black fiction in tandem with black educational advancement from Reconstruction to the Harlem Renaissance. By reading… (more)

Subjects/Keywords: American Literature; African American Literature; African American novel; literature and education; Historically Black Colleges and Universities (HBCUs); college education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Engstrom, A. (2014). A novel way to learn: black educational fiction from reconstruction to the Harlem renaissance. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49828

Chicago Manual of Style (16th Edition):

Engstrom, Arja. “A novel way to learn: black educational fiction from reconstruction to the Harlem renaissance.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 20, 2019. http://hdl.handle.net/2142/49828.

MLA Handbook (7th Edition):

Engstrom, Arja. “A novel way to learn: black educational fiction from reconstruction to the Harlem renaissance.” 2014. Web. 20 Sep 2019.

Vancouver:

Engstrom A. A novel way to learn: black educational fiction from reconstruction to the Harlem renaissance. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2142/49828.

Council of Science Editors:

Engstrom A. A novel way to learn: black educational fiction from reconstruction to the Harlem renaissance. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49828


Penn State University

5. Ricard, Ronyelle Bertrand. Mission Matters: Presidential Perspectives on the Role of Historically Black Colleges and Universities in the Higher Education System.

Degree: PhD, Higher Education, 2006, Penn State University

 The study explores the mission of historically black colleges and universities from the perspectives of four-year presidents. Historically black colleges and universities (also known as… (more)

Subjects/Keywords: black colleges; HBCUs; historically black colleges and universities; presidential leadership; HBCU presidents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ricard, R. B. (2006). Mission Matters: Presidential Perspectives on the Role of Historically Black Colleges and Universities in the Higher Education System. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7224

Chicago Manual of Style (16th Edition):

Ricard, Ronyelle Bertrand. “Mission Matters: Presidential Perspectives on the Role of Historically Black Colleges and Universities in the Higher Education System.” 2006. Doctoral Dissertation, Penn State University. Accessed September 20, 2019. https://etda.libraries.psu.edu/catalog/7224.

MLA Handbook (7th Edition):

Ricard, Ronyelle Bertrand. “Mission Matters: Presidential Perspectives on the Role of Historically Black Colleges and Universities in the Higher Education System.” 2006. Web. 20 Sep 2019.

Vancouver:

Ricard RB. Mission Matters: Presidential Perspectives on the Role of Historically Black Colleges and Universities in the Higher Education System. [Internet] [Doctoral dissertation]. Penn State University; 2006. [cited 2019 Sep 20]. Available from: https://etda.libraries.psu.edu/catalog/7224.

Council of Science Editors:

Ricard RB. Mission Matters: Presidential Perspectives on the Role of Historically Black Colleges and Universities in the Higher Education System. [Doctoral Dissertation]. Penn State University; 2006. Available from: https://etda.libraries.psu.edu/catalog/7224


University of Illinois – Urbana-Champaign

6. Dyer-Barr, Raina M. The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study.

Degree: PhD, 0220, 2010, University of Illinois – Urbana-Champaign

 While the higher education mentoring literature is quite extensive, it largely discusses faculty mentoring in respect to graduate students. Knowledge about faculty mentoring among undergraduate… (more)

Subjects/Keywords: Faculty mentoring; mentoring; undergraduates; underrepresented students; institutional context; collegiate satisfaction; Historically Black Colleges and Universities (HBCUs); Minority-serving institutions; Predominantly white institutions; Hispanic-serving institutions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dyer-Barr, R. M. (2010). The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15557

Chicago Manual of Style (16th Edition):

Dyer-Barr, Raina M. “The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 20, 2019. http://hdl.handle.net/2142/15557.

MLA Handbook (7th Edition):

Dyer-Barr, Raina M. “The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study.” 2010. Web. 20 Sep 2019.

Vancouver:

Dyer-Barr RM. The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2142/15557.

Council of Science Editors:

Dyer-Barr RM. The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15557


University of Central Florida

7. Proctor, Curtis. Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.

Degree: 2012, University of Central Florida

 The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in… (more)

Subjects/Keywords: Qualitative; motivational factors; faculty giving; historically black colleges and universities; hbcus; institutional advancement; Education; Educational Leadership; Dissertations, Academic  – Education; Education  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Proctor, C. (2012). Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4673

Chicago Manual of Style (16th Edition):

Proctor, Curtis. “Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.” 2012. Doctoral Dissertation, University of Central Florida. Accessed September 20, 2019. https://stars.library.ucf.edu/etd/4673.

MLA Handbook (7th Edition):

Proctor, Curtis. “Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States.” 2012. Web. 20 Sep 2019.

Vancouver:

Proctor C. Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Sep 20]. Available from: https://stars.library.ucf.edu/etd/4673.

Council of Science Editors:

Proctor C. Understanding faculty donors: Giving at Historically Black Colleges and Universities in the southern region of the United States. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/4673


University of Houston

8. Templeton, Toni. An Examination of Efficiency in Historically Black Colleges and Universities.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

 The purpose of this series of studies was to understand a natural occurrence of efficiency in higher education: Historically Black Colleges and Universities (HBCUs). HBCUs(more)

Subjects/Keywords: education finance; historically black colleges and universities; efficiency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Templeton, T. (2018). An Examination of Efficiency in Historically Black Colleges and Universities. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3133

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):

Templeton, Toni. “An Examination of Efficiency in Historically Black Colleges and Universities.” 2018. Thesis, University of Houston. Accessed September 20, 2019. http://hdl.handle.net/10657/3133.

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

MLA Handbook (7th Edition):

Templeton, Toni. “An Examination of Efficiency in Historically Black Colleges and Universities.” 2018. Web. 20 Sep 2019.

Vancouver:

Templeton T. An Examination of Efficiency in Historically Black Colleges and Universities. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10657/3133.

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

Council of Science Editors:

Templeton T. An Examination of Efficiency in Historically Black Colleges and Universities. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3133

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


University of Florida

9. Warford, John. Factors Influencing Research and Development Funding to Historically Black Colleges and Universities.

Degree: PhD, Geography, 2009, University of Florida

 This study is an analysis of geographic, economic, and institutional factors that effect the amounts of research and development dollars historically black colleges and universities(more)

Subjects/Keywords: Academic achievement; Black colleges; College students; Colleges; Educational research; Funding; Higher education; Research and development; Research universities; Universities; agglomeration, black, colleges, degrees, development, doctoral, federal, hbcus, research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Warford, J. (2009). Factors Influencing Research and Development Funding to Historically Black Colleges and Universities. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041241

Chicago Manual of Style (16th Edition):

Warford, John. “Factors Influencing Research and Development Funding to Historically Black Colleges and Universities.” 2009. Doctoral Dissertation, University of Florida. Accessed September 20, 2019. http://ufdc.ufl.edu/UFE0041241.

MLA Handbook (7th Edition):

Warford, John. “Factors Influencing Research and Development Funding to Historically Black Colleges and Universities.” 2009. Web. 20 Sep 2019.

Vancouver:

Warford J. Factors Influencing Research and Development Funding to Historically Black Colleges and Universities. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Sep 20]. Available from: http://ufdc.ufl.edu/UFE0041241.

Council of Science Editors:

Warford J. Factors Influencing Research and Development Funding to Historically Black Colleges and Universities. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041241


University of Louisville

10. Gamm, Christian A. Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.

Degree: PhD, Department of Educational and Counseling Psychology, 2011, University of Louisville

 The study examined the relationship between African American student engagement and student background variables through the context of institution type. The study focused on the… (more)

Subjects/Keywords: Engagement; Success; Higher education; African American students; Historically black colleges & universities; Persistence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gamm, C. A. (2011). Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476

Chicago Manual of Style (16th Edition):

Gamm, Christian A. “Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.” 2011. Doctoral Dissertation, University of Louisville. Accessed September 20, 2019. 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476.

MLA Handbook (7th Edition):

Gamm, Christian A. “Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities.” 2011. Web. 20 Sep 2019.

Vancouver:

Gamm CA. Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Sep 20]. Available from: 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476.

Council of Science Editors:

Gamm CA. Comparing engagement : predicting African American student success at predominately white institutions and historically black colleges and universities. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/476 ; https://ir.library.louisville.edu/etd/476


Louisiana State University

11. Taylor, Erica Courtney. HBCU crises and best practices in the discourse of renewal: a crisis communication case study of three institutions.

Degree: PhD, Mass Communication, 2011, Louisiana State University

  Crises have been a part of all societies over the course of time. Leaders of small, primitive societies may have dealt with these crises… (more)

Subjects/Keywords: Best Practices; Historically Black Colleges and Universities; Discourse of Renewal; Public Relations; Crisis Communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, E. C. (2011). HBCU crises and best practices in the discourse of renewal: a crisis communication case study of three institutions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07072011-103933 ; https://digitalcommons.lsu.edu/gradschool_dissertations/430

Chicago Manual of Style (16th Edition):

Taylor, Erica Courtney. “HBCU crises and best practices in the discourse of renewal: a crisis communication case study of three institutions.” 2011. Doctoral Dissertation, Louisiana State University. Accessed September 20, 2019. etd-07072011-103933 ; https://digitalcommons.lsu.edu/gradschool_dissertations/430.

MLA Handbook (7th Edition):

Taylor, Erica Courtney. “HBCU crises and best practices in the discourse of renewal: a crisis communication case study of three institutions.” 2011. Web. 20 Sep 2019.

Vancouver:

Taylor EC. HBCU crises and best practices in the discourse of renewal: a crisis communication case study of three institutions. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Sep 20]. Available from: etd-07072011-103933 ; https://digitalcommons.lsu.edu/gradschool_dissertations/430.

Council of Science Editors:

Taylor EC. HBCU crises and best practices in the discourse of renewal: a crisis communication case study of three institutions. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-07072011-103933 ; https://digitalcommons.lsu.edu/gradschool_dissertations/430


University of Central Florida

12. White, Jontoinette. The Impact Of Motivation On Pre-college Level Students Enrolled In A Learning Community At An Historically Black College/univers.

Degree: 2010, University of Central Florida

 It is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and… (more)

Subjects/Keywords: motivation; historically black colleges and universities; African-American college students; developmental education; learning communities; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

White, J. (2010). The Impact Of Motivation On Pre-college Level Students Enrolled In A Learning Community At An Historically Black College/univers. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4311

Chicago Manual of Style (16th Edition):

White, Jontoinette. “The Impact Of Motivation On Pre-college Level Students Enrolled In A Learning Community At An Historically Black College/univers.” 2010. Doctoral Dissertation, University of Central Florida. Accessed September 20, 2019. https://stars.library.ucf.edu/etd/4311.

MLA Handbook (7th Edition):

White, Jontoinette. “The Impact Of Motivation On Pre-college Level Students Enrolled In A Learning Community At An Historically Black College/univers.” 2010. Web. 20 Sep 2019.

Vancouver:

White J. The Impact Of Motivation On Pre-college Level Students Enrolled In A Learning Community At An Historically Black College/univers. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Sep 20]. Available from: https://stars.library.ucf.edu/etd/4311.

Council of Science Editors:

White J. The Impact Of Motivation On Pre-college Level Students Enrolled In A Learning Community At An Historically Black College/univers. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4311


Northeastern University

13. Brown, Dimar. Alumni Perspectives: Using Membership Within Black Fraternities To Promote Black Male Solidarity At Historically Black Colleges.

Degree: EdD, School of Education, 2019, Northeastern University

 This dissertation examined the extent to which the sense of community, belonging, purpose and support of Black fraternities could be used as to enhance undergraduate… (more)

Subjects/Keywords: Black fraternities; Black males; College; fraternity; Historically Black Colleges and Universities; Sense of Community; Organization theory; Higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brown, D. (2019). Alumni Perspectives: Using Membership Within Black Fraternities To Promote Black Male Solidarity At Historically Black Colleges. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20317923

Chicago Manual of Style (16th Edition):

Brown, Dimar. “Alumni Perspectives: Using Membership Within Black Fraternities To Promote Black Male Solidarity At Historically Black Colleges.” 2019. Doctoral Dissertation, Northeastern University. Accessed September 20, 2019. http://hdl.handle.net/2047/D20317923.

MLA Handbook (7th Edition):

Brown, Dimar. “Alumni Perspectives: Using Membership Within Black Fraternities To Promote Black Male Solidarity At Historically Black Colleges.” 2019. Web. 20 Sep 2019.

Vancouver:

Brown D. Alumni Perspectives: Using Membership Within Black Fraternities To Promote Black Male Solidarity At Historically Black Colleges. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2047/D20317923.

Council of Science Editors:

Brown D. Alumni Perspectives: Using Membership Within Black Fraternities To Promote Black Male Solidarity At Historically Black Colleges. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20317923


University of Georgia

14. Wallace, Jawaan Jilyn. Understanding college choice: an examination of the college choice of black students at a predominantly white institution who considered attending a historically black college or university.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

 Utilizing a qualitative approach, this study sought to examine the factors that influenced Black students’ decisions to attend a Predominantly White Institution (PWI) as opposed… (more)

Subjects/Keywords: Black Undergraduate Students; College Admissions; College Choice; Historically Black Colleges and Universities; Marketing of Higher Education; Narrative Analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wallace, J. J. (2011). Understanding college choice: an examination of the college choice of black students at a predominantly white institution who considered attending a historically black college or university. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wallace_jawaan_j_201108_phd

Chicago Manual of Style (16th Edition):

Wallace, Jawaan Jilyn. “Understanding college choice: an examination of the college choice of black students at a predominantly white institution who considered attending a historically black college or university.” 2011. Doctoral Dissertation, University of Georgia. Accessed September 20, 2019. http://purl.galileo.usg.edu/uga_etd/wallace_jawaan_j_201108_phd.

MLA Handbook (7th Edition):

Wallace, Jawaan Jilyn. “Understanding college choice: an examination of the college choice of black students at a predominantly white institution who considered attending a historically black college or university.” 2011. Web. 20 Sep 2019.

Vancouver:

Wallace JJ. Understanding college choice: an examination of the college choice of black students at a predominantly white institution who considered attending a historically black college or university. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Sep 20]. Available from: http://purl.galileo.usg.edu/uga_etd/wallace_jawaan_j_201108_phd.

Council of Science Editors:

Wallace JJ. Understanding college choice: an examination of the college choice of black students at a predominantly white institution who considered attending a historically black college or university. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/wallace_jawaan_j_201108_phd


Ohio University

15. Boyce, Travis D. I am Leaving and not Looking Back: The Life of Benner C. Turner.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2009, Ohio University

  This study examines the life of Benner Creswill Turner, who was president of South Carolina State College (State College) from 1950 to 1967. On… (more)

Subjects/Keywords: Black History; Benner C. Turner; South Carolina State College; Historically Black Colleges and Universities; Critical Race Theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boyce, T. D. (2009). I am Leaving and not Looking Back: The Life of Benner C. Turner. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242396920

Chicago Manual of Style (16th Edition):

Boyce, Travis D. “I am Leaving and not Looking Back: The Life of Benner C. Turner.” 2009. Doctoral Dissertation, Ohio University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242396920.

MLA Handbook (7th Edition):

Boyce, Travis D. “I am Leaving and not Looking Back: The Life of Benner C. Turner.” 2009. Web. 20 Sep 2019.

Vancouver:

Boyce TD. I am Leaving and not Looking Back: The Life of Benner C. Turner. [Internet] [Doctoral dissertation]. Ohio University; 2009. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242396920.

Council of Science Editors:

Boyce TD. I am Leaving and not Looking Back: The Life of Benner C. Turner. [Doctoral Dissertation]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242396920


Loyola University Chicago

16. Stanfield, Akela Louise. A Race to Educate: A Look at the Aims of the Student Life Programming at Hampton University, From 1930-1940, and Its Intended Effects on the Black American Cultural Identity.

Degree: MA, Education, 2012, Loyola University Chicago

  In 2010 President Barack Obama announced a 98 million dollar federal funding increase in the proposed 2011 national budget for Historically Black Colleges and… (more)

Subjects/Keywords: Hampton Institute; Hampton University; HBCU; Historically Black Colleges and Universities; Post Civil War Black Education; W.E.B. Dubois; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stanfield, A. L. (2012). A Race to Educate: A Look at the Aims of the Student Life Programming at Hampton University, From 1930-1940, and Its Intended Effects on the Black American Cultural Identity. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/834

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):

Stanfield, Akela Louise. “A Race to Educate: A Look at the Aims of the Student Life Programming at Hampton University, From 1930-1940, and Its Intended Effects on the Black American Cultural Identity.” 2012. Thesis, Loyola University Chicago. Accessed September 20, 2019. http://ecommons.luc.edu/luc_theses/834.

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

MLA Handbook (7th Edition):

Stanfield, Akela Louise. “A Race to Educate: A Look at the Aims of the Student Life Programming at Hampton University, From 1930-1940, and Its Intended Effects on the Black American Cultural Identity.” 2012. Web. 20 Sep 2019.

Vancouver:

Stanfield AL. A Race to Educate: A Look at the Aims of the Student Life Programming at Hampton University, From 1930-1940, and Its Intended Effects on the Black American Cultural Identity. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Sep 20]. Available from: http://ecommons.luc.edu/luc_theses/834.

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

Council of Science Editors:

Stanfield AL. A Race to Educate: A Look at the Aims of the Student Life Programming at Hampton University, From 1930-1940, and Its Intended Effects on the Black American Cultural Identity. [Thesis]. Loyola University Chicago; 2012. Available from: http://ecommons.luc.edu/luc_theses/834

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


Seton Hall University

17. Hardison, Miesha. Historically Black Colleges and Universities: Maintaining a Cultural Legacy through Preservation.

Degree: MA Museum Professions, Communication and the Arts, 1999, Seton Hall University

. Advisors/Committee Members: Jurgen W. Heinrichs.

Subjects/Keywords: Historically Black Colleges; Historically Black Universities; Cultural legacy; Arts and Humanities; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hardison, M. (1999). Historically Black Colleges and Universities: Maintaining a Cultural Legacy through Preservation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/660

Chicago Manual of Style (16th Edition):

Hardison, Miesha. “Historically Black Colleges and Universities: Maintaining a Cultural Legacy through Preservation.” 1999. Doctoral Dissertation, Seton Hall University. Accessed September 20, 2019. http://scholarship.shu.edu/dissertations/660.

MLA Handbook (7th Edition):

Hardison, Miesha. “Historically Black Colleges and Universities: Maintaining a Cultural Legacy through Preservation.” 1999. Web. 20 Sep 2019.

Vancouver:

Hardison M. Historically Black Colleges and Universities: Maintaining a Cultural Legacy through Preservation. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2019 Sep 20]. Available from: http://scholarship.shu.edu/dissertations/660.

Council of Science Editors:

Hardison M. Historically Black Colleges and Universities: Maintaining a Cultural Legacy through Preservation. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/660


Ohio University

18. Ford, Obie, III. “This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University.

Degree: PhD, Higher Education (Education), 2007, Ohio University

  This is a phenomenological study of the lived experiences of four gay Black men with an undergraduate degree from a historically Black college or… (more)

Subjects/Keywords: Colleges and Universities; Historically Black Colleges and Universities; College Students; Identity, Development; Racism; Homophobia; Heterosexism; African American; Black; Men; Males; Homosexuality; Gay; Undergraduate; Experiences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ford, Obie, I. (2007). “This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195566951

Chicago Manual of Style (16th Edition):

Ford, Obie, III. ““This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University.” 2007. Doctoral Dissertation, Ohio University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195566951.

MLA Handbook (7th Edition):

Ford, Obie, III. ““This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University.” 2007. Web. 20 Sep 2019.

Vancouver:

Ford, Obie I. “This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195566951.

Council of Science Editors:

Ford, Obie I. “This Is Who I Am:” The Lived Experiences of Black Gay Men With an Undergraduate Degree From a Historically Black College or University. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195566951

19. Gaines, Nykia D. Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities.

Degree: PhD, Higher Education Administration, 2012, Bowling Green State University

  International education helps students become more engaged within the United States and abroad. Black undergraduates continue to be underrepresented in study abroad despite two… (more)

Subjects/Keywords: African Americans; Higher Education; education abroad; study abroad; historically Black colleges and universities; HBCUs; international education; Black undergraduates; African Americans; higher education

…state of study abroad at historically Black colleges and universities (HBCUs). The… …undergraduates attending historically Black colleges and universities (HBCUs) perceived study… …25 Historically Black Colleges and Universities… …x28;Allen, 1992, p. 40). Although historically Black colleges and universities could… …Black colleges and universities (HBCUs). Although the majority of Black… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gaines, N. D. (2012). Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332188124

Chicago Manual of Style (16th Edition):

Gaines, Nykia D. “Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities.” 2012. Doctoral Dissertation, Bowling Green State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332188124.

MLA Handbook (7th Edition):

Gaines, Nykia D. “Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities.” 2012. Web. 20 Sep 2019.

Vancouver:

Gaines ND. Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities. [Internet] [Doctoral dissertation]. Bowling Green State University; 2012. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332188124.

Council of Science Editors:

Gaines ND. Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities. [Doctoral Dissertation]. Bowling Green State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332188124


Indiana State University

20. Walker, Richard L., Jr. The life and leadership of William P. Foster: the maestro and the legend .

Degree: Indiana State University

 The purpose of this study was to examine the life and leadership of William P. Foster. As an acclaimed African American band director, the history… (more)

Subjects/Keywords: Historically Black colleges and universities; Music education; Servant leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker, Richard L., J. (n.d.). The life and leadership of William P. Foster: the maestro and the legend . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/8042

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walker, Richard L., Jr. “The life and leadership of William P. Foster: the maestro and the legend .” Thesis, Indiana State University. Accessed September 20, 2019. http://hdl.handle.net/10484/8042.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walker, Richard L., Jr. “The life and leadership of William P. Foster: the maestro and the legend .” Web. 20 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Walker, Richard L. J. The life and leadership of William P. Foster: the maestro and the legend . [Internet] [Thesis]. Indiana State University; [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10484/8042.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Walker, Richard L. J. The life and leadership of William P. Foster: the maestro and the legend . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/8042

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Georgia State University

21. Wilson, Serena Celeste. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

  HAVEN FOR ALL HUNGRY SOULS: THE INFLUENCE OF THE AFRICAN METHODIST EPISCOPAL CHURCH AND THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS ON MORRIS BROWN… (more)

Subjects/Keywords: Morris Brown College; Accreditation; AME Church; SACS; Historically Black Colleges and Universities; Atlanta University Center; Education; Education Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilson, S. C. (2009). Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/31

Chicago Manual of Style (16th Edition):

Wilson, Serena Celeste. “Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.” 2009. Doctoral Dissertation, Georgia State University. Accessed September 20, 2019. https://scholarworks.gsu.edu/eps_diss/31.

MLA Handbook (7th Edition):

Wilson, Serena Celeste. “Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.” 2009. Web. 20 Sep 2019.

Vancouver:

Wilson SC. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Sep 20]. Available from: https://scholarworks.gsu.edu/eps_diss/31.

Council of Science Editors:

Wilson SC. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/31


University of California – Riverside

22. Okonkwo, Holly. New Source Code: Spelman Women Transforming the Grid of Science and Technology.

Degree: Anthropology, 2015, University of California – Riverside

 From a seminary for newly freedwomen in the 19th century “Deep South” of the United States to a “Model Institution for Excellence” in undergraduate science,… (more)

Subjects/Keywords: Cultural anthropology; Gender studies; Higher education; Historically Black Colleges and Universities; Intersectionality; Science and Technology Studies; Science Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Okonkwo, H. (2015). New Source Code: Spelman Women Transforming the Grid of Science and Technology. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/2w35x64q

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):

Okonkwo, Holly. “New Source Code: Spelman Women Transforming the Grid of Science and Technology.” 2015. Thesis, University of California – Riverside. Accessed September 20, 2019. http://www.escholarship.org/uc/item/2w35x64q.

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

MLA Handbook (7th Edition):

Okonkwo, Holly. “New Source Code: Spelman Women Transforming the Grid of Science and Technology.” 2015. Web. 20 Sep 2019.

Vancouver:

Okonkwo H. New Source Code: Spelman Women Transforming the Grid of Science and Technology. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2019 Sep 20]. Available from: http://www.escholarship.org/uc/item/2w35x64q.

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

Council of Science Editors:

Okonkwo H. New Source Code: Spelman Women Transforming the Grid of Science and Technology. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/2w35x64q

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


Virginia Tech

23. Person, Carl S. Revitalization of an Historically Black College: A Maryland Eastern Shore Case.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 This study comprises a multi-faceted case study of the growth and development of the University of Maryland Eastern Shore (UMES), with an emphasis on the… (more)

Subjects/Keywords: Historically Black Colleges and Universities; Leadership; Economic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Person, C. S. (1998). Revitalization of an Historically Black College: A Maryland Eastern Shore Case. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30712

Chicago Manual of Style (16th Edition):

Person, Carl S. “Revitalization of an Historically Black College: A Maryland Eastern Shore Case.” 1998. Doctoral Dissertation, Virginia Tech. Accessed September 20, 2019. http://hdl.handle.net/10919/30712.

MLA Handbook (7th Edition):

Person, Carl S. “Revitalization of an Historically Black College: A Maryland Eastern Shore Case.” 1998. Web. 20 Sep 2019.

Vancouver:

Person CS. Revitalization of an Historically Black College: A Maryland Eastern Shore Case. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10919/30712.

Council of Science Editors:

Person CS. Revitalization of an Historically Black College: A Maryland Eastern Shore Case. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30712


North Carolina State University

24. Price, Monica A. Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical and Qualitative Study.

Degree: PhD, Public Administration, 2009, North Carolina State University

 ABSTRACT PRICE, MONICA AHZEL. Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical… (more)

Subjects/Keywords: instructional technology; digital divide; education equity; access; distance education; Historically Black Colleges and Universities; minority institutions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Price, M. A. (2009). Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical and Qualitative Study. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3505

Chicago Manual of Style (16th Edition):

Price, Monica A. “Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical and Qualitative Study.” 2009. Doctoral Dissertation, North Carolina State University. Accessed September 20, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3505.

MLA Handbook (7th Edition):

Price, Monica A. “Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical and Qualitative Study.” 2009. Web. 20 Sep 2019.

Vancouver:

Price MA. Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical and Qualitative Study. [Internet] [Doctoral dissertation]. North Carolina State University; 2009. [cited 2019 Sep 20]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3505.

Council of Science Editors:

Price MA. Are Distance Education Programs at Historically Minority Institutions in the University of North Carolina System Mission or Market Driven? An Empirical and Qualitative Study. [Doctoral Dissertation]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3505


University of Oklahoma

25. Hunt, Antonio Montrell. THE LEGACY OF THE DIRECTORS OF THE Morehouse College GLEE CLUB: HISTORY, TRADITION, AND REPERTOIRE.

Degree: DMA, 2019, University of Oklahoma

 Since its inception in 1911, The Morehouse College Glee Club has gained both national and international recognition through artistic performances. Its legacy, which developed out… (more)

Subjects/Keywords: Morehouse College; Morehouse College Glee Club; Kemper Harreld; Wendell Whalum; David Morrow; Collegiate Glee Clubs; Historically Black Colleges and Universities; Men's Choirs; Male Singing at Colleges and Universities; HBCU Choirs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hunt, A. M. (2019). THE LEGACY OF THE DIRECTORS OF THE Morehouse College GLEE CLUB: HISTORY, TRADITION, AND REPERTOIRE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319672

Chicago Manual of Style (16th Edition):

Hunt, Antonio Montrell. “THE LEGACY OF THE DIRECTORS OF THE Morehouse College GLEE CLUB: HISTORY, TRADITION, AND REPERTOIRE.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed September 20, 2019. http://hdl.handle.net/11244/319672.

MLA Handbook (7th Edition):

Hunt, Antonio Montrell. “THE LEGACY OF THE DIRECTORS OF THE Morehouse College GLEE CLUB: HISTORY, TRADITION, AND REPERTOIRE.” 2019. Web. 20 Sep 2019.

Vancouver:

Hunt AM. THE LEGACY OF THE DIRECTORS OF THE Morehouse College GLEE CLUB: HISTORY, TRADITION, AND REPERTOIRE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/11244/319672.

Council of Science Editors:

Hunt AM. THE LEGACY OF THE DIRECTORS OF THE Morehouse College GLEE CLUB: HISTORY, TRADITION, AND REPERTOIRE. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319672


University of Missouri – Columbia

26. Smith, Siobhan. "It's gonna be some drama!": A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill: A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill.

Degree: 2010, University of Missouri – Columbia

 One way the mainstream public comes to learn about Historically Black Colleges or Universities is through the media. Reality television show College Hill, aired by… (more)

Subjects/Keywords: Racial stereotypes; African Americans; Reality TV; Historically black colleges; African American college students; African Americans on television; African American universities and colleges; Stereotypes (Social psychology) on television

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Smith, S. (2010). "It's gonna be some drama!": A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill: A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/41903

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):

Smith, Siobhan. “"It's gonna be some drama!": A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill: A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill.” 2010. Thesis, University of Missouri – Columbia. Accessed September 20, 2019. http://hdl.handle.net/10355/41903.

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

MLA Handbook (7th Edition):

Smith, Siobhan. “"It's gonna be some drama!": A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill: A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill.” 2010. Web. 20 Sep 2019.

Vancouver:

Smith S. "It's gonna be some drama!": A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill: A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10355/41903.

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

Council of Science Editors:

Smith S. "It's gonna be some drama!": A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill: A content analytical study of the portrayals of African Americans and historically black colleges and universities on BET's College Hill. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/41903

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


University of Georgia

27. Murfree, Samantha Wilson. Exploring racial socialization and racial identity in African American college women.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

 Research has been conducted with African American college students exploring a variety of constructs. Much of this work specifically addressed racial identity development. However, racial… (more)

Subjects/Keywords: African American college women; Black women; racial socialization; racial identity; racial identity development; historically Black colleges and universities (HBCU); and predominantly White institutions (PWI)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murfree, S. W. (2011). Exploring racial socialization and racial identity in African American college women. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd

Chicago Manual of Style (16th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2011. Doctoral Dissertation, University of Georgia. Accessed September 20, 2019. http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd.

MLA Handbook (7th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2011. Web. 20 Sep 2019.

Vancouver:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Sep 20]. Available from: http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd.

Council of Science Editors:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd


University of Illinois – Urbana-Champaign

28. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 20, 2019. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 20 Sep 2019.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402


Liberty University

29. Bryant, Kimberly. A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to understand and explain the perceptions of African-American female teachers’ levels of preparedness for the teaching field after… (more)

Subjects/Keywords: African-American Females; Historically Black Colleges and Universities; Perceptions; Teacher Readiness; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Other Education; Other Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bryant, K. (2016). A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1293

Chicago Manual of Style (16th Edition):

Bryant, Kimberly. “A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field.” 2016. Doctoral Dissertation, Liberty University. Accessed September 20, 2019. http://digitalcommons.liberty.edu/doctoral/1293.

MLA Handbook (7th Edition):

Bryant, Kimberly. “A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field.” 2016. Web. 20 Sep 2019.

Vancouver:

Bryant K. A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Sep 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1293.

Council of Science Editors:

Bryant K. A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1293


University of Alabama

30. James, Kedra Laverne. First-year writing programs at historically Black colleges and universities.

Degree: 2013, University of Alabama

 This dissertation, "First-year Writing Programs at Historically Black Colleges and Universities," presents the results and findings of an IRB-approved case study on African American English… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Language; Rhetoric; African American English; Composition; Culturally Relevant Pedagogy; First-year Writing; Historically Black Colleges and Universities; Mission Statements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

James, K. L. (2013). First-year writing programs at historically Black colleges and universities. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84360

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):

James, Kedra Laverne. “First-year writing programs at historically Black colleges and universities.” 2013. Thesis, University of Alabama. Accessed September 20, 2019. http://purl.lib.ua.edu/84360.

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

MLA Handbook (7th Edition):

James, Kedra Laverne. “First-year writing programs at historically Black colleges and universities.” 2013. Web. 20 Sep 2019.

Vancouver:

James KL. First-year writing programs at historically Black colleges and universities. [Internet] [Thesis]. University of Alabama; 2013. [cited 2019 Sep 20]. Available from: http://purl.lib.ua.edu/84360.

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

Council of Science Editors:

James KL. First-year writing programs at historically Black colleges and universities. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84360

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

[1] [2] [3] [4] [5] … [82]

.