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You searched for subject:(Minority college students Texas ). Showing records 1 – 30 of 33085 total matches.

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University of North Texas

1. Kraus, Charles. The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges.

Degree: 2010, University of North Texas

 This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type,… (more)

Subjects/Keywords: Minority higher education; higher education; minority enrollment; Hispanic; African-American; Minority college students  – Texas.; Minority college teachers  – Texas.; African American college students  – Texas.; African American college teachers  – Texas.; Hispanic American college students  – Texas.; Hispanic American college teachers  – Texas.

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

APA (6th Edition):

Kraus, C. (2010). The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33131/

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):

Kraus, Charles. “The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges.” 2010. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc33131/.

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

MLA Handbook (7th Edition):

Kraus, Charles. “The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges.” 2010. Web. 17 Oct 2019.

Vancouver:

Kraus C. The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33131/.

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

Council of Science Editors:

Kraus C. The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33131/

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


University of North Texas

2. Hamm, Amanda E. Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth.

Degree: 2015, University of North Texas

 Contrary to the model minority myth that portrays Asian Americans as academic all-stars over-represented in elite four-year institutions, half of all Asian American college students(more)

Subjects/Keywords: model minority; sterotypes; Asian American; community colleges; college experiences; Asian American college students  – Texas.; Community college students  – Texas.; Asian American college students  – Social conditions.

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APA (6th Edition):

Hamm, A. E. (2015). Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799483/

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):

Hamm, Amanda E. “Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth.” 2015. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc799483/.

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

MLA Handbook (7th Edition):

Hamm, Amanda E. “Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth.” 2015. Web. 17 Oct 2019.

Vancouver:

Hamm AE. Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799483/.

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

Council of Science Editors:

Hamm AE. Exploring the College Pathways of Asian American Community College Students and the Model Minority Myth. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799483/

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


University of North Texas

3. Martinez, Vesta Wheatley. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.

Degree: 2010, University of North Texas

 This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students(more)

Subjects/Keywords: New student orientation; black student retention; minority student retention; Hispanic student retention; first-year experience; freshman seminar; community college student retention; College student orientation  – Texas  – Tarrant County.; Tarrant County College  – Students.; Community college students  – Texas  – Tarrant County.; Academic achievement  – Texas  – Tarrant County.; Minority college students  – Texas  – Tarrant County.; Nontraditional college students  – Texas  – Tarrant County.; College attendance  – Texas  – Tarrant County.

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APA (6th Edition):

Martinez, V. W. (2010). A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33184/

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):

Martinez, Vesta Wheatley. “A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.” 2010. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc33184/.

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

MLA Handbook (7th Edition):

Martinez, Vesta Wheatley. “A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups.” 2010. Web. 17 Oct 2019.

Vancouver:

Martinez VW. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33184/.

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

Council of Science Editors:

Martinez VW. A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33184/

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


California State University – Sacramento

4. Hajek, Kristina N. Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 Although enrollment at post-secondary institutions is up overall, there is still a significant gap between the percentages of Caucasian students that attend a post-secondary institution… (more)

Subjects/Keywords: College applications; Admissions; Minority students

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APA (6th Edition):

Hajek, K. N. (2010). Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/157

Chicago Manual of Style (16th Edition):

Hajek, Kristina N. “Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 17, 2019. http://hdl.handle.net/10211.9/157.

MLA Handbook (7th Edition):

Hajek, Kristina N. “Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams.” 2010. Web. 17 Oct 2019.

Vancouver:

Hajek KN. Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10211.9/157.

Council of Science Editors:

Hajek KN. Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/157


George Mason University

5. Scruggs, Alisha K. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .

Degree: 2012, George Mason University

 This study explored what graduating seniors and university staff perceived contributed to high college completion rates of African American and Hispanic students at George Mason… (more)

Subjects/Keywords: College Completion; Minority Students; College Persistence

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APA (6th Edition):

Scruggs, A. K. (2012). Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7876

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):

Scruggs, Alisha K. “Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .” 2012. Thesis, George Mason University. Accessed October 17, 2019. http://hdl.handle.net/1920/7876.

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

MLA Handbook (7th Edition):

Scruggs, Alisha K. “Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .” 2012. Web. 17 Oct 2019.

Vancouver:

Scruggs AK. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1920/7876.

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

Council of Science Editors:

Scruggs AK. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7876

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

6. Pham, Tri. Stressors experienced by male minority student nurses while completing a baccalaureate program.

Degree: MS, Nursing, 2011, Texas Woman's University

 This phenomenological study, using Edmund Husserl's descriptive phenomenology, explored the stressors experienced by male minority student nurses while completing a baccalaureate program. The purpose of… (more)

Subjects/Keywords: Male college students; Minority college students; Foreign nursing students

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APA (6th Edition):

Pham, T. (2011). Stressors experienced by male minority student nurses while completing a baccalaureate program. (Masters Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/5826

Chicago Manual of Style (16th Edition):

Pham, Tri. “Stressors experienced by male minority student nurses while completing a baccalaureate program.” 2011. Masters Thesis, Texas Woman's University. Accessed October 17, 2019. http://hdl.handle.net/11274/5826.

MLA Handbook (7th Edition):

Pham, Tri. “Stressors experienced by male minority student nurses while completing a baccalaureate program.” 2011. Web. 17 Oct 2019.

Vancouver:

Pham T. Stressors experienced by male minority student nurses while completing a baccalaureate program. [Internet] [Masters thesis]. Texas Woman's University; 2011. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11274/5826.

Council of Science Editors:

Pham T. Stressors experienced by male minority student nurses while completing a baccalaureate program. [Masters Thesis]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/5826


University of Missouri – Columbia

7. Cox, Donita. The International Baccalaureate program : access and navigation of underrepresented students.

Degree: 2016, University of Missouri – Columbia

 The International Baccalaureate (IB) program is a choice program that many high school students are increasingly participating in to gain acceptance to desired postsecondary institutions,… (more)

Subjects/Keywords: Minority college students; International Baccalaureate Diploma Programme

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APA (6th Edition):

Cox, D. (2016). The International Baccalaureate program : access and navigation of underrepresented students. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59826

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):

Cox, Donita. “The International Baccalaureate program : access and navigation of underrepresented students.” 2016. Thesis, University of Missouri – Columbia. Accessed October 17, 2019. http://hdl.handle.net/10355/59826.

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

MLA Handbook (7th Edition):

Cox, Donita. “The International Baccalaureate program : access and navigation of underrepresented students.” 2016. Web. 17 Oct 2019.

Vancouver:

Cox D. The International Baccalaureate program : access and navigation of underrepresented students. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10355/59826.

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

Council of Science Editors:

Cox D. The International Baccalaureate program : access and navigation of underrepresented students. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59826

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


University of North Texas

8. Davis, Denise. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.

Degree: 2010, University of North Texas

 The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions… (more)

Subjects/Keywords: College readiness; Texas schools; college success; Prediction of scholastic success  – Texas.; College students  – Texas.; High school students  – Texas.; Academic achievement  – Texas.

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APA (6th Edition):

Davis, D. (2010). College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33141/

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):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc33141/.

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

MLA Handbook (7th Edition):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Web. 17 Oct 2019.

Vancouver:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/.

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

Council of Science Editors:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/

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


Columbia University

9. Mejia, Brenda Xiomara. Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students.

Degree: 2011, Columbia University

 Sociohistorical, sociopolitical and sociostructural barriers in American society create different paths in the college-to-work transition. Some individuals can follow their natural calling for a vocation,… (more)

Subjects/Keywords: Minorities – Education (Higher); Minority college students; Minority college students – Social conditions; Hispanic Americans – Ethnic identity; Hispanic American college students; Counseling psychology

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APA (6th Edition):

Mejia, B. X. (2011). Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KS6ZHT

Chicago Manual of Style (16th Edition):

Mejia, Brenda Xiomara. “Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students.” 2011. Doctoral Dissertation, Columbia University. Accessed October 17, 2019. https://doi.org/10.7916/D8KS6ZHT.

MLA Handbook (7th Edition):

Mejia, Brenda Xiomara. “Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students.” 2011. Web. 17 Oct 2019.

Vancouver:

Mejia BX. Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2019 Oct 17]. Available from: https://doi.org/10.7916/D8KS6ZHT.

Council of Science Editors:

Mejia BX. Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D8KS6ZHT


University of North Texas

10. Barnes, Barbara (Principal). Impact of Teacher and Student Ethnicity on Student Assessments.

Degree: 2016, University of North Texas

 The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas(more)

Subjects/Keywords: achievement gap; minority students; Black students; Hispanic students; hierarchical multiple regression; Texas Assessment of Knowledge and Skills; TAKS; Education, Administration; Education, Philosophy of; Education, Teacher Training; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.; Minority teachers  – Texas.; Minority students  – Texas.

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APA (6th Edition):

Barnes, B. (. (2016). Impact of Teacher and Student Ethnicity on Student Assessments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849641/

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):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

MLA Handbook (7th Edition):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Web. 17 Oct 2019.

Vancouver:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

Council of Science Editors:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/

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


University of Florida

11. Ege, Engin. A Social Belonging Intervention for Minority Students.

Degree: MS, Psychology, 2013, University of Florida

 Social belonging is related to positive physical, psychological, and academic outcomes. However, feelings of social belongingness are not shared equally across all groups. In particular,… (more)

Subjects/Keywords: Asian Americans; College students; Friendship; Happiness; Hispanics; Minority group students; Minority groups; Psychology; Social psychology; Universities; belonging  – minority  – social

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APA (6th Edition):

Ege, E. (2013). A Social Belonging Intervention for Minority Students. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045868

Chicago Manual of Style (16th Edition):

Ege, Engin. “A Social Belonging Intervention for Minority Students.” 2013. Masters Thesis, University of Florida. Accessed October 17, 2019. http://ufdc.ufl.edu/UFE0045868.

MLA Handbook (7th Edition):

Ege, Engin. “A Social Belonging Intervention for Minority Students.” 2013. Web. 17 Oct 2019.

Vancouver:

Ege E. A Social Belonging Intervention for Minority Students. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Oct 17]. Available from: http://ufdc.ufl.edu/UFE0045868.

Council of Science Editors:

Ege E. A Social Belonging Intervention for Minority Students. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045868


University of Florida

12. Lynch, Lindsay Byron. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 This study evaluated the relationship between college and university attributes and success of their minority student populations in terms of enrollment, graduation, and completion. Data… (more)

Subjects/Keywords: African Americans; College students; Colleges; Graduation rate; Graduations; Higher education; Hispanics; Minority group students; School enrollment; Students; colleges  – minority  – rural

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

APA (6th Edition):

Lynch, L. B. (2014). Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046643

Chicago Manual of Style (16th Edition):

Lynch, Lindsay Byron. “Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.” 2014. Doctoral Dissertation, University of Florida. Accessed October 17, 2019. http://ufdc.ufl.edu/UFE0046643.

MLA Handbook (7th Edition):

Lynch, Lindsay Byron. “Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.” 2014. Web. 17 Oct 2019.

Vancouver:

Lynch LB. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 17]. Available from: http://ufdc.ufl.edu/UFE0046643.

Council of Science Editors:

Lynch LB. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046643

13. Garza, Raul. Role-identity prominence of the 'migrant' role-identity in migrant college students.

Degree: 2014, Texas Digital Library

Subjects/Keywords: Migrant college students; Mexican American migrant agricultural laborers – Education (Higher) – Texas – Brownsville; Mexican American college students – Texas – Brownsville; Minority college students – Texas – Brownsville; College students – Texas – Brownsville; Identity (psychology); Identity; College Assistance Migrant Program; C.A.M.P.; University of Texas at Brownsville; United States

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

APA (6th Edition):

Garza, R. (2014). Role-identity prominence of the 'migrant' role-identity in migrant college students. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/2152.2/464

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):

Garza, Raul. “Role-identity prominence of the 'migrant' role-identity in migrant college students.” 2014. Thesis, Texas Digital Library. Accessed October 17, 2019. http://hdl.handle.net/2152.2/464.

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

MLA Handbook (7th Edition):

Garza, Raul. “Role-identity prominence of the 'migrant' role-identity in migrant college students.” 2014. Web. 17 Oct 2019.

Vancouver:

Garza R. Role-identity prominence of the 'migrant' role-identity in migrant college students. [Internet] [Thesis]. Texas Digital Library; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2152.2/464.

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

Council of Science Editors:

Garza R. Role-identity prominence of the 'migrant' role-identity in migrant college students. [Thesis]. Texas Digital Library; 2014. Available from: http://hdl.handle.net/2152.2/464

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


Bowling Green State University

14. Kujjo, Keji C. Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs.

Degree: MA, Cross-Cultural, International Education, 2017, Bowling Green State University

 ABSTRACTDr. Christopher Frey, AdvisorThe purpose of this qualitative case study was to explore the diverse academic and social experiences of first-generation college students of color… (more)

Subjects/Keywords: Higher Education; immigrants; minority students; Honors College; honors programs; first-generation

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APA (6th Edition):

Kujjo, K. C. (2017). Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1496335915827638

Chicago Manual of Style (16th Edition):

Kujjo, Keji C. “Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs.” 2017. Masters Thesis, Bowling Green State University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1496335915827638.

MLA Handbook (7th Edition):

Kujjo, Keji C. “Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs.” 2017. Web. 17 Oct 2019.

Vancouver:

Kujjo KC. Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs. [Internet] [Masters thesis]. Bowling Green State University; 2017. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1496335915827638.

Council of Science Editors:

Kujjo KC. Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs. [Masters Thesis]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1496335915827638


Central Connecticut State University

15. Burgos, Luz N. (Luz Nereida), 1987-. Exploring Students of Color Leadership Narratives Through Racial Identity and Pre-College Experiences.

Degree: Department of Counseling and Family Therapy, 2013, Central Connecticut State University

Part of the mission of colleges and universities is to provide students with the skills and knowledge needed to be effective leaders. It is the… (more)

Subjects/Keywords: Minority students – Race identity.; Leadership.; College preparation programs.

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APA (6th Edition):

Burgos, Luz N. (Luz Nereida), 1. (2013). Exploring Students of Color Leadership Narratives Through Racial Identity and Pre-College Experiences. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1926

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):

Burgos, Luz N. (Luz Nereida), 1987-. “Exploring Students of Color Leadership Narratives Through Racial Identity and Pre-College Experiences.” 2013. Thesis, Central Connecticut State University. Accessed October 17, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1926.

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

MLA Handbook (7th Edition):

Burgos, Luz N. (Luz Nereida), 1987-. “Exploring Students of Color Leadership Narratives Through Racial Identity and Pre-College Experiences.” 2013. Web. 17 Oct 2019.

Vancouver:

Burgos, Luz N. (Luz Nereida) 1. Exploring Students of Color Leadership Narratives Through Racial Identity and Pre-College Experiences. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Oct 17]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1926.

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

Council of Science Editors:

Burgos, Luz N. (Luz Nereida) 1. Exploring Students of Color Leadership Narratives Through Racial Identity and Pre-College Experiences. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1926

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

16. Davis-White Eyes, Allison. (re)Presenting in a global village : students of color and the study abroad international experience.

Degree: PhD, Education, 2013, Oregon State University

 Post-secondary education institutions across the United States are increasingly allocating resources to promote international education exchange programs as a pedagogical praxis to develop students into… (more)

Subjects/Keywords: Minority college students  – Attitudes

…x28;minority students) “greatly improve the educational experience for many students… …Need for Students of Color to Engage in International Education Exchange Programs… …Research on Students of Color in International Education Exchange… …38 2.5.4 2.6 Importance of Involving Students of Color in IEE… …International Views of Students of Color and America .................................147 5.3.1… 

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

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APA (6th Edition):

Davis-White Eyes, A. (2013). (re)Presenting in a global village : students of color and the study abroad international experience. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/39846

Chicago Manual of Style (16th Edition):

Davis-White Eyes, Allison. “(re)Presenting in a global village : students of color and the study abroad international experience.” 2013. Doctoral Dissertation, Oregon State University. Accessed October 17, 2019. http://hdl.handle.net/1957/39846.

MLA Handbook (7th Edition):

Davis-White Eyes, Allison. “(re)Presenting in a global village : students of color and the study abroad international experience.” 2013. Web. 17 Oct 2019.

Vancouver:

Davis-White Eyes A. (re)Presenting in a global village : students of color and the study abroad international experience. [Internet] [Doctoral dissertation]. Oregon State University; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1957/39846.

Council of Science Editors:

Davis-White Eyes A. (re)Presenting in a global village : students of color and the study abroad international experience. [Doctoral Dissertation]. Oregon State University; 2013. Available from: http://hdl.handle.net/1957/39846


University of Illinois – Urbana-Champaign

17. Lee, Sharon S. (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997.

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

 Are Asian American college students "minorities"? Using a measure of statistical parity of a student body compared to a state's demographics, Asian Americans have often… (more)

Subjects/Keywords: Asian American college students; higher education minority policies; campus climate

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APA (6th Edition):

Lee, S. S. (2010). (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15537

Chicago Manual of Style (16th Edition):

Lee, Sharon S. “(Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 17, 2019. http://hdl.handle.net/2142/15537.

MLA Handbook (7th Edition):

Lee, Sharon S. “(Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997.” 2010. Web. 17 Oct 2019.

Vancouver:

Lee SS. (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2142/15537.

Council of Science Editors:

Lee SS. (Un)seen and (un)heard: the struggle for Asian American "minority" recognition at the University of Illinois at Urbana-Champaign, 1968-1997. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15537


Northeastern University

18. O'Flynn, Jennifer. Exploring The Role Of Multiple Minority Status In Eating Disorder Symptoms And Help Received Among College Students.

Degree: PhD, Department of Applied Psychology, 2018, Northeastern University

 Eating disorder research among sexual and ethnic minorities is lacking. This study includes a systematic review of literature on eating disorders among sexual minority individuals,… (more)

Subjects/Keywords: college students; eating disorders; ethnicity; help seeking; sexual minority; Counseling psychology

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APA (6th Edition):

O'Flynn, J. (2018). Exploring The Role Of Multiple Minority Status In Eating Disorder Symptoms And Help Received Among College Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315362

Chicago Manual of Style (16th Edition):

O'Flynn, Jennifer. “Exploring The Role Of Multiple Minority Status In Eating Disorder Symptoms And Help Received Among College Students.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 17, 2019. http://hdl.handle.net/2047/D20315362.

MLA Handbook (7th Edition):

O'Flynn, Jennifer. “Exploring The Role Of Multiple Minority Status In Eating Disorder Symptoms And Help Received Among College Students.” 2018. Web. 17 Oct 2019.

Vancouver:

O'Flynn J. Exploring The Role Of Multiple Minority Status In Eating Disorder Symptoms And Help Received Among College Students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2047/D20315362.

Council of Science Editors:

O'Flynn J. Exploring The Role Of Multiple Minority Status In Eating Disorder Symptoms And Help Received Among College Students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315362


Northeastern University

19. Pendergrass, Natascha. "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles.

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

 The purpose of the study is to determine why disproportionate amounts of at promise students are participating in the dual enrollment (DE) program and to… (more)

Subjects/Keywords: minority; underserved; under-represented; first-generation college students; dual enrollment

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APA (6th Edition):

Pendergrass, N. (2017). "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20267810

Chicago Manual of Style (16th Edition):

Pendergrass, Natascha. “"I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 17, 2019. http://hdl.handle.net/2047/D20267810.

MLA Handbook (7th Edition):

Pendergrass, Natascha. “"I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles.” 2017. Web. 17 Oct 2019.

Vancouver:

Pendergrass N. "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2047/D20267810.

Council of Science Editors:

Pendergrass N. "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20267810


University of Kansas

20. Tumanut, Shannon. Teacher Identity: Community College Composition Teachers' Investment in Language Minority Students.

Degree: PhD, Educational Leadership and Policy Studies, 2019, University of Kansas

 The number of language minority (LM) students enrolling in American community colleges continues to rise while institutions of higher education must also cope with mounting… (more)

Subjects/Keywords: Higher education; Community college; Composition; Investment; Language minority students; Teacher identity

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APA (6th Edition):

Tumanut, S. (2019). Teacher Identity: Community College Composition Teachers' Investment in Language Minority Students. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29500

Chicago Manual of Style (16th Edition):

Tumanut, Shannon. “Teacher Identity: Community College Composition Teachers' Investment in Language Minority Students.” 2019. Doctoral Dissertation, University of Kansas. Accessed October 17, 2019. http://hdl.handle.net/1808/29500.

MLA Handbook (7th Edition):

Tumanut, Shannon. “Teacher Identity: Community College Composition Teachers' Investment in Language Minority Students.” 2019. Web. 17 Oct 2019.

Vancouver:

Tumanut S. Teacher Identity: Community College Composition Teachers' Investment in Language Minority Students. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1808/29500.

Council of Science Editors:

Tumanut S. Teacher Identity: Community College Composition Teachers' Investment in Language Minority Students. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29500


University of North Texas

21. Roy-Woods, Sabrina M. Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005.

Degree: 2007, University of North Texas

 The purpose of this study was to determine how graduates of master's degree programs perceived the ethnic and cultural climate at Dallas Theological Seminary (DTS)… (more)

Subjects/Keywords: Diversity; campus climate; education; Dallas Theological Seminary  – Students.; Minority college students  – Texas  – Dallas.; Discrimination in higher education  – Texas  – Dallas.; Sex discrimination in higher education  – Texas  – Dallas.; Race discrimination  – Texas  – Dallas.; Race awareness  – Texas  – Dallas.

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APA (6th Edition):

Roy-Woods, S. M. (2007). Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3621/

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):

Roy-Woods, Sabrina M. “Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005.” 2007. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc3621/.

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

MLA Handbook (7th Edition):

Roy-Woods, Sabrina M. “Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005.” 2007. Web. 17 Oct 2019.

Vancouver:

Roy-Woods SM. Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3621/.

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

Council of Science Editors:

Roy-Woods SM. Reflections on diversity: Graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3621/

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


Columbia University

22. Meyers, Makila Samia. Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs.

Degree: 2018, Columbia University

 High-achieving African American students are not immune to the issues that underlie racial inequalities in school achievement. There is much to learn from these students(more)

Subjects/Keywords: Education; Education, Secondary; African American students; Gifted children – Education; Academic achievement; Minority college students – Recruiting

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APA (6th Edition):

Meyers, M. S. (2018). Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8F495J3

Chicago Manual of Style (16th Edition):

Meyers, Makila Samia. “Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs.” 2018. Doctoral Dissertation, Columbia University. Accessed October 17, 2019. https://doi.org/10.7916/D8F495J3.

MLA Handbook (7th Edition):

Meyers, Makila Samia. “Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs.” 2018. Web. 17 Oct 2019.

Vancouver:

Meyers MS. Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 17]. Available from: https://doi.org/10.7916/D8F495J3.

Council of Science Editors:

Meyers MS. Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8F495J3


Rutgers University

23. Rodriguez, Ana Celia, 1987-. Why do I feel homesick at a diverse university?: a qualitative case study on the racial and cultural experiences of latinx first generation college students.

Degree: Education, Culture and Society, 2018, Rutgers University

Subjects/Keywords: Minority college students; Hispanic American students

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APA (6th Edition):

Rodriguez, Ana Celia, 1. (2018). Why do I feel homesick at a diverse university?: a qualitative case study on the racial and cultural experiences of latinx first generation college students. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57278/

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):

Rodriguez, Ana Celia, 1987-. “Why do I feel homesick at a diverse university?: a qualitative case study on the racial and cultural experiences of latinx first generation college students.” 2018. Thesis, Rutgers University. Accessed October 17, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/57278/.

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

MLA Handbook (7th Edition):

Rodriguez, Ana Celia, 1987-. “Why do I feel homesick at a diverse university?: a qualitative case study on the racial and cultural experiences of latinx first generation college students.” 2018. Web. 17 Oct 2019.

Vancouver:

Rodriguez, Ana Celia 1. Why do I feel homesick at a diverse university?: a qualitative case study on the racial and cultural experiences of latinx first generation college students. [Internet] [Thesis]. Rutgers University; 2018. [cited 2019 Oct 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57278/.

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

Council of Science Editors:

Rodriguez, Ana Celia 1. Why do I feel homesick at a diverse university?: a qualitative case study on the racial and cultural experiences of latinx first generation college students. [Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57278/

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


University of Wisconsin – Oshkosh

24. Flick, Heather M. RESILIENCE IN LGBTQ COLLEGE STUDENTS AND YOUNG ADULTS: THE KIDS ARE ALRIGHT.

Degree: MS-Psychology Cognitive and Affective Science, 2013, University of Wisconsin – Oshkosh

A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science-Psychology Cognitive and Affective Science

LGBTQ (Lesbian, Gay, Bisexual, Transgender,… (more)

Subjects/Keywords: Student development; Gay; Lesbian; LGBTQ; Gender identity; College environment; Sexual minority college students; Gay college students

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APA (6th Edition):

Flick, H. M. (2013). RESILIENCE IN LGBTQ COLLEGE STUDENTS AND YOUNG ADULTS: THE KIDS ARE ALRIGHT. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/67056

Chicago Manual of Style (16th Edition):

Flick, Heather M. “RESILIENCE IN LGBTQ COLLEGE STUDENTS AND YOUNG ADULTS: THE KIDS ARE ALRIGHT.” 2013. Masters Thesis, University of Wisconsin – Oshkosh. Accessed October 17, 2019. http://digital.library.wisc.edu/1793/67056.

MLA Handbook (7th Edition):

Flick, Heather M. “RESILIENCE IN LGBTQ COLLEGE STUDENTS AND YOUNG ADULTS: THE KIDS ARE ALRIGHT.” 2013. Web. 17 Oct 2019.

Vancouver:

Flick HM. RESILIENCE IN LGBTQ COLLEGE STUDENTS AND YOUNG ADULTS: THE KIDS ARE ALRIGHT. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2013. [cited 2019 Oct 17]. Available from: http://digital.library.wisc.edu/1793/67056.

Council of Science Editors:

Flick HM. RESILIENCE IN LGBTQ COLLEGE STUDENTS AND YOUNG ADULTS: THE KIDS ARE ALRIGHT. [Masters Thesis]. University of Wisconsin – Oshkosh; 2013. Available from: http://digital.library.wisc.edu/1793/67056


University of Florida

25. Clarke, Chadia Otensia. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).

Degree: MS, Family, Youth and Community Sciences, 2015, University of Florida

 Academic advising is the core of an institutions student support services (Drake, 2011). To explore if academic advising satisfaction varies across different racial and ethnic… (more)

Subjects/Keywords: Academic advising; Academic departments; College students; Colleges; Educational research; High school students; Higher education; Minority group students; Students; Undergraduate students; academic  – advising  – african  – american  – minority  – pwi  – quantitative

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APA (6th Edition):

Clarke, C. O. (2015). A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049369

Chicago Manual of Style (16th Edition):

Clarke, Chadia Otensia. “A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).” 2015. Masters Thesis, University of Florida. Accessed October 17, 2019. http://ufdc.ufl.edu/UFE0049369.

MLA Handbook (7th Edition):

Clarke, Chadia Otensia. “A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).” 2015. Web. 17 Oct 2019.

Vancouver:

Clarke CO. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). [Internet] [Masters thesis]. University of Florida; 2015. [cited 2019 Oct 17]. Available from: http://ufdc.ufl.edu/UFE0049369.

Council of Science Editors:

Clarke CO. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). [Masters Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049369


University of North Texas

26. Pennington, Cody W. The Academic Steroid: Nonmedical Use of Prescription Stimulants at a North Texas University.

Degree: 2014, University of North Texas

 The goal of this study was to determine the extent, motivations, and justifications of nonmedical prescription stimulant use among the population at a large public… (more)

Subjects/Keywords: Nonmedical stimulant use; students; Attention deficit disorder; drug use; Stimulants  – Texas.; College students  – Drug use  – Texas.; Medication abuse  – Texas.

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APA (6th Edition):

Pennington, C. W. (2014). The Academic Steroid: Nonmedical Use of Prescription Stimulants at a North Texas University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699893/

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):

Pennington, Cody W. “The Academic Steroid: Nonmedical Use of Prescription Stimulants at a North Texas University.” 2014. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc699893/.

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

MLA Handbook (7th Edition):

Pennington, Cody W. “The Academic Steroid: Nonmedical Use of Prescription Stimulants at a North Texas University.” 2014. Web. 17 Oct 2019.

Vancouver:

Pennington CW. The Academic Steroid: Nonmedical Use of Prescription Stimulants at a North Texas University. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699893/.

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

Council of Science Editors:

Pennington CW. The Academic Steroid: Nonmedical Use of Prescription Stimulants at a North Texas University. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699893/

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


Michigan State University

27. Lee, Jasmine Antoinette. From underdog to overcomer : counter-stories of academic resilience from Black, first generation college students from low-income backgrounds, studying at a Predominantly White Institution.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2016.

The purpose of the current study was to explore the academic resilience of… (more)

Subjects/Keywords: College students, Black – Interviews; First-generation college students – Interviews; Low-income college students – Interviews; Minority college students – Middle West – Interviews; Resilience (Personality trait); Motivation in education; Higher education

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APA (6th Edition):

Lee, J. A. (2016). From underdog to overcomer : counter-stories of academic resilience from Black, first generation college students from low-income backgrounds, studying at a Predominantly White Institution. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4350

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):

Lee, Jasmine Antoinette. “From underdog to overcomer : counter-stories of academic resilience from Black, first generation college students from low-income backgrounds, studying at a Predominantly White Institution.” 2016. Thesis, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:4350.

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

MLA Handbook (7th Edition):

Lee, Jasmine Antoinette. “From underdog to overcomer : counter-stories of academic resilience from Black, first generation college students from low-income backgrounds, studying at a Predominantly White Institution.” 2016. Web. 17 Oct 2019.

Vancouver:

Lee JA. From underdog to overcomer : counter-stories of academic resilience from Black, first generation college students from low-income backgrounds, studying at a Predominantly White Institution. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4350.

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

Council of Science Editors:

Lee JA. From underdog to overcomer : counter-stories of academic resilience from Black, first generation college students from low-income backgrounds, studying at a Predominantly White Institution. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4350

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


Northeastern University

28. Davenport, Darrien. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.

Degree: EdD, School of Education, 2014, Northeastern University

 The number of minority undergraduate students seeking the opportunity to attain higher education in the United States is ever growing. While options such as Historically… (more)

Subjects/Keywords: diversity; engagement; inclusion; mentoring; minority; students; Bilingual, Multilingual, and Multicultural Education; Higher Education; Minority college students; Minorities; Education (Higher); Mentoring in education; College dropouts; Prevention; College attendance

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

APA (6th Edition):

Davenport, D. (2014). First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128383

Chicago Manual of Style (16th Edition):

Davenport, Darrien. “First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 17, 2019. http://hdl.handle.net/2047/d20128383.

MLA Handbook (7th Edition):

Davenport, Darrien. “First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.” 2014. Web. 17 Oct 2019.

Vancouver:

Davenport D. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2047/d20128383.

Council of Science Editors:

Davenport D. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128383


University of North Texas

29. Isbell, Teresa. The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective.

Degree: 2014, University of North Texas

 This study investigated the relationship between community college institutional expenditures and student success in reaching momentum points. The 3 years of student cohorts of a… (more)

Subjects/Keywords: student outcomes; institutional effectiveness; accountability; Community colleges  – Texas  – Finance.; Community college students  – Texas.; Community college students  – Services for  – Texas.; Academic achievement  – Texas.

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

APA (6th Edition):

Isbell, T. (2014). The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700068/

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):

Isbell, Teresa. “The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective.” 2014. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc700068/.

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

MLA Handbook (7th Edition):

Isbell, Teresa. “The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective.” 2014. Web. 17 Oct 2019.

Vancouver:

Isbell T. The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700068/.

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

Council of Science Editors:

Isbell T. The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700068/

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

30. Parkinson, Lisa Michiko. Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission.

Degree: PhD, 2015, Brigham Young University

 First-generation college (FGC) students represent a small portion of the population of students on college campuses across the nation. Racial minority students are also highly… (more)

Subjects/Keywords: first-generation college students; minority students; predictors for college admission; RELATE questionnaire; sociability; calmness; organization; maturity; happiness; Educational Leadership

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

APA (6th Edition):

Parkinson, L. M. (2015). Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7042&context=etd

Chicago Manual of Style (16th Edition):

Parkinson, Lisa Michiko. “Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission.” 2015. Doctoral Dissertation, Brigham Young University. Accessed October 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7042&context=etd.

MLA Handbook (7th Edition):

Parkinson, Lisa Michiko. “Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission.” 2015. Web. 17 Oct 2019.

Vancouver:

Parkinson LM. Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2019 Oct 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7042&context=etd.

Council of Science Editors:

Parkinson LM. Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7042&context=etd

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