subject:(PWI)

Penn State University

1. Gersie, Wayne. How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers.

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/28677

► Student success is directly tied to the kind of support they receive while in school. This goes beyond academic support services to include peer-to-peer social… (more)

Subjects/Keywords: African American Men; PWI; Identity Negotation

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APA (6^th Edition):

Gersie, W. (2016). How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/28677

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

Chicago Manual of Style (16^th Edition):

Gersie, Wayne. “How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers.” 2016. Thesis, Penn State University. Accessed January 17, 2021. https://submit-etda.libraries.psu.edu/catalog/28677.

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

MLA Handbook (7^th Edition):

Gersie, Wayne. “How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers.” 2016. Web. 17 Jan 2021.

Vancouver:

Gersie W. How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 17]. Available from: https://submit-etda.libraries.psu.edu/catalog/28677.

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

Council of Science Editors:

Gersie W. How African American Men At A Predominantly White Institution Negotiate Their Identity When Interacting With White Peers. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/28677

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

Louisiana State University

2. Allen, Aleidra. What about the Black Greeks? : supporting NPHCs at PWIs.

Degree: MA, Education, 2013, Louisiana State University

URL: etd-04152013-095442 ; https://digitalcommons.lsu.edu/gradschool_theses/3751

► Many Black Greek-Letter organizations (BGLOs) were founded at historically black colleges and universities. However, subsequent chapters were chartered at various institutional types, including predominately White… (more)

Subjects/Keywords: needs; struggles; BGLO; PWI; NPHC; Greek Life

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APA (6^th Edition):

Allen, A. (2013). What about the Black Greeks? : supporting NPHCs at PWIs. (Masters Thesis). Louisiana State University. Retrieved from etd-04152013-095442 ; https://digitalcommons.lsu.edu/gradschool_theses/3751

Chicago Manual of Style (16^th Edition):

Allen, Aleidra. “What about the Black Greeks? : supporting NPHCs at PWIs.” 2013. Masters Thesis, Louisiana State University. Accessed January 17, 2021. etd-04152013-095442 ; https://digitalcommons.lsu.edu/gradschool_theses/3751.

MLA Handbook (7^th Edition):

Allen, Aleidra. “What about the Black Greeks? : supporting NPHCs at PWIs.” 2013. Web. 17 Jan 2021.

Vancouver:

Allen A. What about the Black Greeks? : supporting NPHCs at PWIs. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2021 Jan 17]. Available from: etd-04152013-095442 ; https://digitalcommons.lsu.edu/gradschool_theses/3751.

Council of Science Editors:

Allen A. What about the Black Greeks? : supporting NPHCs at PWIs. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-04152013-095442 ; https://digitalcommons.lsu.edu/gradschool_theses/3751

University of Sydney

3. Bostock-Ling, Jennifer. Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study .

Degree: 2016, University of Sydney

URL: http://hdl.handle.net/2123/16693

► Asperger’s syndrome (AS) is a neurodevelopmental disorder characterised by an average or above average IQ, impairments in social interactions, communication and empathy, restricted and repetitive… (more)

Subjects/Keywords: Autism; Spouse; SWB; Asperger's Disorder; PWI; Depression

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APA (6^th Edition):

Bostock-Ling, J. (2016). Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16693

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

Chicago Manual of Style (16^th Edition):

Bostock-Ling, Jennifer. “Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study .” 2016. Thesis, University of Sydney. Accessed January 17, 2021. http://hdl.handle.net/2123/16693.

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

MLA Handbook (7^th Edition):

Bostock-Ling, Jennifer. “Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study .” 2016. Web. 17 Jan 2021.

Vancouver:

Bostock-Ling J. Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study . [Internet] [Thesis]. University of Sydney; 2016. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2123/16693.

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

Council of Science Editors:

Bostock-Ling J. Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16693

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

University of Georgia

4. Clayton, Kristen. Biracial college students' racial identity work.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/31403

► While there is some scholarship on multiracial college students’ experiences, most of these studies focus on students at predominantly white institutions (PWIs). There is little… (more)

Subjects/Keywords: mixed race; identity work; colorism; racism; privilege; HBCU; PWI

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APA (6^th Edition):

Clayton, K. (2015). Biracial college students' racial identity work. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/31403

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

Chicago Manual of Style (16^th Edition):

Clayton, Kristen. “Biracial college students' racial identity work.” 2015. Thesis, University of Georgia. Accessed January 17, 2021. http://hdl.handle.net/10724/31403.

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

MLA Handbook (7^th Edition):

Clayton, Kristen. “Biracial college students' racial identity work.” 2015. Web. 17 Jan 2021.

Vancouver:

Clayton K. Biracial college students' racial identity work. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10724/31403.

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

Council of Science Editors:

Clayton K. Biracial college students' racial identity work. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/31403

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

5. Gleditsch, Rebecca. Campus Climate At A Predominantly White Institution: A Narrative Study Of Minority Students' Experiences.

Degree: PhD, Educational Foundations & Research, 2019, University of North Dakota

URL: https://commons.und.edu/theses/2456

► At the same time as the racial and ethnic demographics of the United States have seen an increased change over the past decades, institutions… (more)

Subjects/Keywords: campus climate; higher education; minority students; narrative; predominantly white institution; PWI

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APA (6^th Edition):

Gleditsch, R. (2019). Campus Climate At A Predominantly White Institution: A Narrative Study Of Minority Students' Experiences. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2456

Chicago Manual of Style (16^th Edition):

Gleditsch, Rebecca. “Campus Climate At A Predominantly White Institution: A Narrative Study Of Minority Students' Experiences.” 2019. Doctoral Dissertation, University of North Dakota. Accessed January 17, 2021. https://commons.und.edu/theses/2456.

MLA Handbook (7^th Edition):

Gleditsch, Rebecca. “Campus Climate At A Predominantly White Institution: A Narrative Study Of Minority Students' Experiences.” 2019. Web. 17 Jan 2021.

Vancouver:

Gleditsch R. Campus Climate At A Predominantly White Institution: A Narrative Study Of Minority Students' Experiences. [Internet] [Doctoral dissertation]. University of North Dakota; 2019. [cited 2021 Jan 17]. Available from: https://commons.und.edu/theses/2456.

Council of Science Editors:

Gleditsch R. Campus Climate At A Predominantly White Institution: A Narrative Study Of Minority Students' Experiences. [Doctoral Dissertation]. University of North Dakota; 2019. Available from: https://commons.und.edu/theses/2456

Virginia Commonwealth University

6. Lee, Kiara. Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student.

Degree: PhD, Education, 2019, Virginia Commonwealth University

URL: https://doi.org/10.25772/EY8S-H115 ; https://scholarscompass.vcu.edu/etd/5752

► As recent research finally starts to recognize colorism, a form of discrimination where light skin is valued over dark skin within an ethnic group,… (more)

Subjects/Keywords: colorism; higher education; PWI; intersectionality; phenomenology; college; Higher Education

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APA (6^th Edition):

Lee, K. (2019). Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/EY8S-H115 ; https://scholarscompass.vcu.edu/etd/5752

Chicago Manual of Style (16^th Edition):

Lee, Kiara. “Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 17, 2021. https://doi.org/10.25772/EY8S-H115 ; https://scholarscompass.vcu.edu/etd/5752.

MLA Handbook (7^th Edition):

Lee, Kiara. “Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student.” 2019. Web. 17 Jan 2021.

Vancouver:

Lee K. Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2021 Jan 17]. Available from: https://doi.org/10.25772/EY8S-H115 ; https://scholarscompass.vcu.edu/etd/5752.

Council of Science Editors:

Lee K. Dark on Campus: A Phenomenological Study of Being a Dark-Skinned Black College Student. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://doi.org/10.25772/EY8S-H115 ; https://scholarscompass.vcu.edu/etd/5752

Boston College

7. Kerrigan, Michele Brown. Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution.

Degree: PhD, Educational Leadership and Higher Education, 2016, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:107178

► This qualitative study employed a Critical Race Theory (CRT) lens to gather a deeper understanding the racialized experiences of students of color (SOC) at a… (more)

▼ This qualitative study employed a Critical Race Theory (CRT) lens to gather a deeper understanding the racialized experiences of students of color (SOC) at a PWI, and how these experiences impact the way in which they understand, conceptualize, and/or actualize student leadership on campus. This study presents the lived experiences of twenty-five SOC. Participants shared their experiences and perceptions through individual semi-structured interviews, with an opportunity to also participate in a focus group. Findings revealed that the ways in which participants view how race is socially constructed on campus and their encounters with normalized racism (such as their experiences with microaggressions, the lack of diversity, the negative racial climate, and the racial segregation on campus) seemed to profoundly impact participants lived experiences and perceptions. Participants in this study exhibited a strong pull towards SOC groups (both for participation and leadership expression), citing a desire to seek involvement with individuals of similar/racial and ethnic background, a responsibility to give back to their racial/ethnic group, and seeking a group that affirmed their sense of identity as some of the top reasons they joined SOC groups. However, participants’ perceptions of predominately White groups on campus, encounters with normalized racism, and the way they view student groups are valued (or undervalued) on campus seems to suggest that the campus racial climate may play a powerful role in students’ decision making around co-curricular involvement and leadership expression. The findings strongly intimate that the college campus remains a microcosm of larger society in that it continues to perpetuate normalized racism as a product of inherent (and biased structures), influencing students’ leadership perceptions and expression. This study recommends that institutions assess the racial landscape on campus in terms of perceived and actualized student leadership, be willing to engage in experimentation on different practices that will foster a greater sense of inclusivity within student leadership, and take active steps towards creating permanent inclusive change. Advisors/Committee Members: Ana M. Martinez-Aleman (Thesis advisor).

Subjects/Keywords: CRT; PWI; Qualitative; Student Leadership; Students of Color

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APA (6^th Edition):

Kerrigan, M. B. (2016). Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107178

Chicago Manual of Style (16^th Edition):

Kerrigan, Michele Brown. “Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution.” 2016. Doctoral Dissertation, Boston College. Accessed January 17, 2021. http://dlib.bc.edu/islandora/object/bc-ir:107178.

MLA Handbook (7^th Edition):

Kerrigan, Michele Brown. “Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution.” 2016. Web. 17 Jan 2021.

Vancouver:

Kerrigan MB. Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2021 Jan 17]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107178.

Council of Science Editors:

Kerrigan MB. Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107178

8. Källerteg, Sandra. Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires.

Degree: Educational sciences, 2014, University of Gävle

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19208

► Aim: Our goal with this study was to see the well-being index among adolescents in Kathmandu, Nepal. But also to investigate the factors that… (more)

Subjects/Keywords: Adolescents Nepal; Well-being; Kathmandu; PWI scale; Mindmap; Questionnarie

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APA (6^th Edition):

Källerteg, S. (2014). Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19208

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

Chicago Manual of Style (16^th Edition):

Källerteg, Sandra. “Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires.” 2014. Thesis, University of Gävle. Accessed January 17, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19208.

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

MLA Handbook (7^th Edition):

Källerteg, Sandra. “Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires.” 2014. Web. 17 Jan 2021.

Vancouver:

Källerteg S. Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires. [Internet] [Thesis]. University of Gävle; 2014. [cited 2021 Jan 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19208.

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

Council of Science Editors:

Källerteg S. Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires. [Thesis]. University of Gävle; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19208

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

9. Buckingham, Danielle. Invisible Labor: A Mixed-Method Study Of African American Women And Their Emotional Labor In The Academy.

Degree: MA, Sociology and Anthropology, 2018, University of Mississippi

URL: https://egrove.olemiss.edu/etd/849

► In this study, I examined how black women instructors and professors engage in emotional labor through performances in order to resist controlling images and stereotypes… (more)

Subjects/Keywords: Black Academics; Cognitive Labor; Emotional Labor; Hbcu; Pwi; Sociology

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APA (6^th Edition):

Buckingham, D. (2018). Invisible Labor: A Mixed-Method Study Of African American Women And Their Emotional Labor In The Academy. (Masters Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/849

Chicago Manual of Style (16^th Edition):

Buckingham, Danielle. “Invisible Labor: A Mixed-Method Study Of African American Women And Their Emotional Labor In The Academy.” 2018. Masters Thesis, University of Mississippi. Accessed January 17, 2021. https://egrove.olemiss.edu/etd/849.

MLA Handbook (7^th Edition):

Buckingham, Danielle. “Invisible Labor: A Mixed-Method Study Of African American Women And Their Emotional Labor In The Academy.” 2018. Web. 17 Jan 2021.

Vancouver:

Buckingham D. Invisible Labor: A Mixed-Method Study Of African American Women And Their Emotional Labor In The Academy. [Internet] [Masters thesis]. University of Mississippi; 2018. [cited 2021 Jan 17]. Available from: https://egrove.olemiss.edu/etd/849.

Council of Science Editors:

Buckingham D. Invisible Labor: A Mixed-Method Study Of African American Women And Their Emotional Labor In The Academy. [Masters Thesis]. University of Mississippi; 2018. Available from: https://egrove.olemiss.edu/etd/849

10. Grey, Stephen. Understanding Well-Being Among Black Female Student Activists Attending Predominantly White Institutions: A Narrative Inquiry Approach.

Degree: PhD, Counseling Psychology & Community Services, 2020, University of North Dakota

URL: https://commons.und.edu/theses/3271

► As engagement in activism continues to increase on campus and nationally, a paucity of research exists on the experiences of Black student activists attending… (more)

Subjects/Keywords: activism; Black students; PWI; racism; well-being; women

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APA (6^th Edition):

Grey, S. (2020). Understanding Well-Being Among Black Female Student Activists Attending Predominantly White Institutions: A Narrative Inquiry Approach. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/3271

Chicago Manual of Style (16^th Edition):

Grey, Stephen. “Understanding Well-Being Among Black Female Student Activists Attending Predominantly White Institutions: A Narrative Inquiry Approach.” 2020. Doctoral Dissertation, University of North Dakota. Accessed January 17, 2021. https://commons.und.edu/theses/3271.

MLA Handbook (7^th Edition):

Grey, Stephen. “Understanding Well-Being Among Black Female Student Activists Attending Predominantly White Institutions: A Narrative Inquiry Approach.” 2020. Web. 17 Jan 2021.

Vancouver:

Grey S. Understanding Well-Being Among Black Female Student Activists Attending Predominantly White Institutions: A Narrative Inquiry Approach. [Internet] [Doctoral dissertation]. University of North Dakota; 2020. [cited 2021 Jan 17]. Available from: https://commons.und.edu/theses/3271.

Council of Science Editors:

Grey S. Understanding Well-Being Among Black Female Student Activists Attending Predominantly White Institutions: A Narrative Inquiry Approach. [Doctoral Dissertation]. University of North Dakota; 2020. Available from: https://commons.und.edu/theses/3271

11. Davis, Cierra. An exploration of a mentoring program on the experiences of African-American students at a predominately white institution.

Degree: 2018, James Madison University

URL: https://commons.lib.jmu.edu/diss201019/193

► Many African-American college students face struggles that make a successful college career and retention difficult or impossible. Financial struggles, lack of preparation, racial climate on… (more)

Subjects/Keywords: mentorship; African-American; church; students; PWI; Psychology; Social and Behavioral Sciences

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APA (6^th Edition):

Davis, C. (2018). An exploration of a mentoring program on the experiences of African-American students at a predominately white institution. (Doctoral Dissertation). James Madison University. Retrieved from https://commons.lib.jmu.edu/diss201019/193

Chicago Manual of Style (16^th Edition):

Davis, Cierra. “An exploration of a mentoring program on the experiences of African-American students at a predominately white institution.” 2018. Doctoral Dissertation, James Madison University. Accessed January 17, 2021. https://commons.lib.jmu.edu/diss201019/193.

MLA Handbook (7^th Edition):

Davis, Cierra. “An exploration of a mentoring program on the experiences of African-American students at a predominately white institution.” 2018. Web. 17 Jan 2021.

Vancouver:

Davis C. An exploration of a mentoring program on the experiences of African-American students at a predominately white institution. [Internet] [Doctoral dissertation]. James Madison University; 2018. [cited 2021 Jan 17]. Available from: https://commons.lib.jmu.edu/diss201019/193.

Council of Science Editors:

Davis C. An exploration of a mentoring program on the experiences of African-American students at a predominately white institution. [Doctoral Dissertation]. James Madison University; 2018. Available from: https://commons.lib.jmu.edu/diss201019/193

University of Georgia

12. Govan, Cassaundra Linette. The effects of socialization and racial identity on doctoral superstardom.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28277

► Many faculty members differentiate between superlative doctoral students and average doctoral students. However, distinctions between superstardom and just completing the degree requirements are not as… (more)

▼ Many faculty members differentiate between superlative doctoral students and average doctoral students. However, distinctions between superstardom and just completing the degree requirements are not as clear cut for most novice doctoral students but the benefits of being a superstar are far greater (Bloom & Bell, 1979). Additionally, researchers have posited that socialization into doctoral programs is a significant predicator of success for doctoral students’ of African descent (Ellis, 1997; Nettles, 1990; Turner & Thompson, 1993). Although the existing literature acknowledges significant differences between African American and European American students in their socialization experiences, there is a paucity of insight about how doctoral students’ of African descent who attend Predominantly White Institutions experiences differ from their counterparts at Historically Black Colleges and Universities. In addition, the literature lacks information about how students’ of African descent doctoral experiences are related to their racial identity. The purpose of this study is to examine the effects race and the socialization process on African American doctoral students as it relates to their perception of possessing attributes of doctoral superstardom. Furthermore, the research presented here attempted to examine the following superstardom qualities: visibility, reflection of program values, professor relationships, and the “W” factor (ability to make faculty feel valuable and satisfied with their decision to invest in this student’s future in a given profession, easy to work with, learn quickly, and receive and process feedback well) for current relevance and validity. The findings suggest that racial identity and socialization effect a doctoral student’s perception of possessing attributes of superstardom. It was also found that there are differences in the socialization process of students who attend HBCUs and their counterparts at PWIs. Additionally, the findings suggest that the attributes of superstardom have changed over time.

Subjects/Keywords: doctoral superstardom; socialization; racial identity; doctoral experience; CRIS; HBCU; PWI

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APA (6^th Edition):

Govan, C. L. (2014). The effects of socialization and racial identity on doctoral superstardom. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28277

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

Chicago Manual of Style (16^th Edition):

Govan, Cassaundra Linette. “The effects of socialization and racial identity on doctoral superstardom.” 2014. Thesis, University of Georgia. Accessed January 17, 2021. http://hdl.handle.net/10724/28277.

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

MLA Handbook (7^th Edition):

Govan, Cassaundra Linette. “The effects of socialization and racial identity on doctoral superstardom.” 2014. Web. 17 Jan 2021.

Vancouver:

Govan CL. The effects of socialization and racial identity on doctoral superstardom. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10724/28277.

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

Council of Science Editors:

Govan CL. The effects of socialization and racial identity on doctoral superstardom. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28277

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

13. McKenney, Kerrin. An Exploration of the Cultural and Social Experiences of Urban High School Students Attending Schools Outside of their Communities.

Degree: MAin Human Rights Education (HRE), International and Multicultural Education (IME), 2020, University of San Francisco

URL: https://repository.usfca.edu/thes/1297

► The historic residential racial segregation in the United States results in racially segregated public and private schools. Higher achieving schools tend to be in… (more)

Subjects/Keywords: urban youth; PWI; high school communities; school choice; Secondary Education

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APA (6^th Edition):

McKenney, K. (2020). An Exploration of the Cultural and Social Experiences of Urban High School Students Attending Schools Outside of their Communities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1297

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

Chicago Manual of Style (16^th Edition):

McKenney, Kerrin. “An Exploration of the Cultural and Social Experiences of Urban High School Students Attending Schools Outside of their Communities.” 2020. Thesis, University of San Francisco. Accessed January 17, 2021. https://repository.usfca.edu/thes/1297.

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

MLA Handbook (7^th Edition):

McKenney, Kerrin. “An Exploration of the Cultural and Social Experiences of Urban High School Students Attending Schools Outside of their Communities.” 2020. Web. 17 Jan 2021.

Vancouver:

McKenney K. An Exploration of the Cultural and Social Experiences of Urban High School Students Attending Schools Outside of their Communities. [Internet] [Thesis]. University of San Francisco; 2020. [cited 2021 Jan 17]. Available from: https://repository.usfca.edu/thes/1297.

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

Council of Science Editors:

McKenney K. An Exploration of the Cultural and Social Experiences of Urban High School Students Attending Schools Outside of their Communities. [Thesis]. University of San Francisco; 2020. Available from: https://repository.usfca.edu/thes/1297

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

Universitat Rovira i Virgili

14. Féliz Féliz, Margarita. Análisis de los Factores Determinantes del Mobbing y su Incidencia en la República Dominicana.

Degree: Departament de Gestió d'Empreses, 2019, Universitat Rovira i Virgili

URL: http://hdl.handle.net/10803/668972

► The last two decades there has been an increase in knowledge of mobbing, its scope and components. Féliz et al. (2018), indicate that the average… (more)

Subjects/Keywords: Assetjament Laboral; Escala NAQ-PWI; Equacions Estructurals PLS; Acoso Laboral; Ecuaciones estructurales PL; Mobbing; NAQ-PWI Scale; Structural Equation PLS; Arts i humanitats; 316; 331; 65

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APA (6^th Edition):

Féliz Féliz, M. (2019). Análisis de los Factores Determinantes del Mobbing y su Incidencia en la República Dominicana. (Thesis). Universitat Rovira i Virgili. Retrieved from http://hdl.handle.net/10803/668972

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

Chicago Manual of Style (16^th Edition):

Féliz Féliz, Margarita. “Análisis de los Factores Determinantes del Mobbing y su Incidencia en la República Dominicana.” 2019. Thesis, Universitat Rovira i Virgili. Accessed January 17, 2021. http://hdl.handle.net/10803/668972.

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

MLA Handbook (7^th Edition):

Féliz Féliz, Margarita. “Análisis de los Factores Determinantes del Mobbing y su Incidencia en la República Dominicana.” 2019. Web. 17 Jan 2021.

Vancouver:

Féliz Féliz M. Análisis de los Factores Determinantes del Mobbing y su Incidencia en la República Dominicana. [Internet] [Thesis]. Universitat Rovira i Virgili; 2019. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10803/668972.

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

Council of Science Editors:

Féliz Féliz M. Análisis de los Factores Determinantes del Mobbing y su Incidencia en la República Dominicana. [Thesis]. Universitat Rovira i Virgili; 2019. Available from: http://hdl.handle.net/10803/668972

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

University of Alabama

15. Smith, Gabrielle P. A. The impact of stereotype threat in two educational environments.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/131973

► Research has shown stereotype threat to be an effective barrier to the educational pursuits of African American scholars. This dissertation examined the impact of stereotype… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Psychology; HBCU; PWI; Racial Identity; Stereotypes; Stereotype Threat; Stigma Consciousness

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APA (6^th Edition):

Smith, G. P. A. (2015). The impact of stereotype threat in two educational environments. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/131973

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

Chicago Manual of Style (16^th Edition):

Smith, Gabrielle P A. “The impact of stereotype threat in two educational environments.” 2015. Thesis, University of Alabama. Accessed January 17, 2021. http://purl.lib.ua.edu/131973.

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

MLA Handbook (7^th Edition):

Smith, Gabrielle P A. “The impact of stereotype threat in two educational environments.” 2015. Web. 17 Jan 2021.

Vancouver:

Smith GPA. The impact of stereotype threat in two educational environments. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 17]. Available from: http://purl.lib.ua.edu/131973.

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

Council of Science Editors:

Smith GPA. The impact of stereotype threat in two educational environments. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/131973

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

16. Roy, Je'Monda. Getting to the Root: The Struggles and Resilience of Black Womanhood Through Stories of Natural Hairstyles While Attending a Predominantly White Institution.

Degree: MA, Southern Studies, 2019, University of Mississippi

URL: https://egrove.olemiss.edu/etd/1687

► This thesis will provide the framework for black women’s stories of struggle and resilience through natural hairstyles at a Mississippi predominantly white institution – The… (more)

▼ This thesis will provide the framework for black women’s stories of struggle and resilience through natural hairstyles at a Mississippi predominantly white institution – The University of Mississippi. Although the framework of this essay is set in one institution in a state located in the Deep South, the stories and methods apply to the American society and how the lack of black representation in white spaces shape black lives, specifically black women’s lives. Like creating black safe spaces in white spaces, black hair is used as a theme in this essay to shape the stories of black women’s experiences – whether they are of conformity or rebellion at this predominantly white institution. The University of Mississippi, nicknamed “Ole Miss” after a wealthy planters wife – an unofficial fact many members of the black student body believes is true – is a campus that continues to uphold racism through a standing confederate statue and buildings named after slave-owners and wealthy planters while also trying to meet the demands of the Black Student Union and other black organizations demanding change and restructure of an institution that encourages black students to attend, but fails to protect them. The stories of these black women will unfold the nature of white society through this institution. The stories of hairstyles shape what every black woman experience and how the demographics shape their hairstyles and life choices. The structure of this thesis is shaped around hair, but this story is more than just hair. These stories reflect what black women – (former) students and faculty – struggle with because of their hairstyles. These stories shape black womanhood. Blackness is diverse and complex. Diversity and complexity apply to hairstyles maintained by black women whether the hair is relaxed or natural, in braids or weave. Certain hairstyles reflect a woman’s character and life decisions. I will highlight those hair making-decisions through their experiences and argue whether a hairstyle relates to conformity or rebellion for women of color at this predominantly white institution. The hairstyles and experiences at this university shape the black identity and womanhood as these women navigate this institution as the minority. Advisors/Committee Members: Evelyn Lowrey, Shennette Garrett-Scott, Ethel Young Minor-Scurlock.

Subjects/Keywords: black hair; black women; natural hair; pwi; social structure; Other International and Area Studies

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APA (6^th Edition):

Roy, J. (2019). Getting to the Root: The Struggles and Resilience of Black Womanhood Through Stories of Natural Hairstyles While Attending a Predominantly White Institution. (Masters Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1687

Chicago Manual of Style (16^th Edition):

Roy, Je'Monda. “Getting to the Root: The Struggles and Resilience of Black Womanhood Through Stories of Natural Hairstyles While Attending a Predominantly White Institution.” 2019. Masters Thesis, University of Mississippi. Accessed January 17, 2021. https://egrove.olemiss.edu/etd/1687.

MLA Handbook (7^th Edition):

Roy, Je'Monda. “Getting to the Root: The Struggles and Resilience of Black Womanhood Through Stories of Natural Hairstyles While Attending a Predominantly White Institution.” 2019. Web. 17 Jan 2021.

Vancouver:

Roy J. Getting to the Root: The Struggles and Resilience of Black Womanhood Through Stories of Natural Hairstyles While Attending a Predominantly White Institution. [Internet] [Masters thesis]. University of Mississippi; 2019. [cited 2021 Jan 17]. Available from: https://egrove.olemiss.edu/etd/1687.

Council of Science Editors:

Roy J. Getting to the Root: The Struggles and Resilience of Black Womanhood Through Stories of Natural Hairstyles While Attending a Predominantly White Institution. [Masters Thesis]. University of Mississippi; 2019. Available from: https://egrove.olemiss.edu/etd/1687

University of South Carolina

17. Avery, Melanie. Exploring the Educational Outcomes of African American College Students: Direct and Interactive Roles of Academic and Racial Identity Beliefs.

Degree: MA, Psychology, 2012, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/2131

► A large body of research has focused on factors associated with the academic success (i.e. college adjustment, high GPA's, graduation, and retention) of African… (more)

▼ A large body of research has focused on factors associated with the academic success (i.e. college adjustment, high GPA's, graduation, and retention) of African American students (Davis, 1994; Holmes, Ebbers, Robinson, & Mugenda, 2000). In particular, students' academic beliefs have emerged as an important predictor of academic performance for college students (Awad, 2007; Cokley 2002). Also, studies have suggested that racial identity beliefs are important in understanding the educational outcomes of African American students (Caldwell, & Obasi, 2010; Fordham & Obgu, 1986; Marryshow & Boykin, 1992). Although research has demonstrated the independent association of both academic and racial identity beliefs, few studies have examined the interactive role of these factors on the educational outcomes of African American students. With this in mind, the current study examined the association between racial identity beliefs (centrality, private, and public regard), academic beliefs (e.g., perceptions of academic ability), and students' educational outcomes (GPA; educational expectations). One-hundred seventy African American students (M= 20.33; SD=3.56) attending two Universities in the Southeastern region of the United States participated in this investigation. Findings from the current study indicated that centrality, private regard, and public regard were not associated with educational outcomes. However, students' perception of their academic ability were found to be associated with GPA (β=.25, p<.01) and expectations of graduating college (β=.20, p<.01). Additionally, public regard (β=.19, p<.05) moderated the association between academic beliefs and educational expectations, such that, for youth with greater public regard, more positive academic perceptions were associated with greater educational expectations (e.g., likelihood of completing college). Finally, a 3-way interaction between centrality, private regard, and perceptions of academic ability was found to be associated with expectations of graduating college (β=-.56, p<.01). In particular, for African American students with greater racial centrality and lower private regard beliefs, increases in perceptions of academic ability was associated with higher expectations of graduating from college. Implications for the role of academic and race-related beliefs in promoting the academic success of African American college students are discussed. Advisors/Committee Members: Shauna M Cooper.

Subjects/Keywords: Psychology; Social and Behavioral Sciences; Academic Beliefs; African American; College; PWI; Racial Identity Beliefs

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APA (6^th Edition):

Avery, M. (2012). Exploring the Educational Outcomes of African American College Students: Direct and Interactive Roles of Academic and Racial Identity Beliefs. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2131

Chicago Manual of Style (16^th Edition):

Avery, Melanie. “Exploring the Educational Outcomes of African American College Students: Direct and Interactive Roles of Academic and Racial Identity Beliefs.” 2012. Masters Thesis, University of South Carolina. Accessed January 17, 2021. https://scholarcommons.sc.edu/etd/2131.

MLA Handbook (7^th Edition):

Avery, Melanie. “Exploring the Educational Outcomes of African American College Students: Direct and Interactive Roles of Academic and Racial Identity Beliefs.” 2012. Web. 17 Jan 2021.

Vancouver:

Avery M. Exploring the Educational Outcomes of African American College Students: Direct and Interactive Roles of Academic and Racial Identity Beliefs. [Internet] [Masters thesis]. University of South Carolina; 2012. [cited 2021 Jan 17]. Available from: https://scholarcommons.sc.edu/etd/2131.

Council of Science Editors:

Avery M. Exploring the Educational Outcomes of African American College Students: Direct and Interactive Roles of Academic and Racial Identity Beliefs. [Masters Thesis]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/2131

California State University – Sacramento

18. Cannon, Christina M. Black space in a white zone: an intersectional analysis of black experiences within predominantly white institutions of higher education.

Degree: MA, Sociology, 2014, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/126851

► Predominately white universities located in hegemonic areas, i.e. Inter-Mountain West region, invest an inadequate amount of resources in support of diversity or multicultural recognition. Notably,… (more)

Subjects/Keywords: Race; Ethnicity; PWI; Black people; Power; Intersectionality; Predominantly white institution; Agency vs. structure; Community; Sociology

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

APA (6^th Edition):

Cannon, C. M. (2014). Black space in a white zone: an intersectional analysis of black experiences within predominantly white institutions of higher education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/126851

Chicago Manual of Style (16^th Edition):

Cannon, Christina M. “Black space in a white zone: an intersectional analysis of black experiences within predominantly white institutions of higher education.” 2014. Masters Thesis, California State University – Sacramento. Accessed January 17, 2021. http://hdl.handle.net/10211.3/126851.

MLA Handbook (7^th Edition):

Cannon, Christina M. “Black space in a white zone: an intersectional analysis of black experiences within predominantly white institutions of higher education.” 2014. Web. 17 Jan 2021.

Vancouver:

Cannon CM. Black space in a white zone: an intersectional analysis of black experiences within predominantly white institutions of higher education. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10211.3/126851.

Council of Science Editors:

Cannon CM. Black space in a white zone: an intersectional analysis of black experiences within predominantly white institutions of higher education. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/126851

University of Texas – Austin

19. Jones, Bianca Joanvye. University type as a moderator between cultural mistrust, university comfort, and help-seeking attitudes among African American college students.

Degree: MA, Educational Psychology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3362

► This proposed study will explore how university racial composition impacts the relationship between cultural mistrust, campus comfort, and help-seeking attitudes in a sample of African… (more)

Subjects/Keywords: Help-seeking attitudes; Cultural mistrust; University environment; Cultural congruity; HBCU; PWI; University type; African American

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

APA (6^th Edition):

Jones, B. J. (2011). University type as a moderator between cultural mistrust, university comfort, and help-seeking attitudes among African American college students. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3362

Chicago Manual of Style (16^th Edition):

Jones, Bianca Joanvye. “University type as a moderator between cultural mistrust, university comfort, and help-seeking attitudes among African American college students.” 2011. Masters Thesis, University of Texas – Austin. Accessed January 17, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-3362.

MLA Handbook (7^th Edition):

Jones, Bianca Joanvye. “University type as a moderator between cultural mistrust, university comfort, and help-seeking attitudes among African American college students.” 2011. Web. 17 Jan 2021.

Vancouver:

Jones BJ. University type as a moderator between cultural mistrust, university comfort, and help-seeking attitudes among African American college students. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3362.

Council of Science Editors:

Jones BJ. University type as a moderator between cultural mistrust, university comfort, and help-seeking attitudes among African American college students. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3362

Universidade de Lisboa

20. Lopes, Rute Belmira Martins Crespo Paula. Metabolic guided vascular analysis of brain tumors using MR/PET.

Degree: 2016, Universidade de Lisboa

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/27394

►

Tese de mestrado integrado, Engenharia Biomédica e Biofísica (Radiações em Diagnóstico e Terapia)Universidade de Lisboa, Faculdade de Ciências, 2016

As técnicas de imagiologia são uma… (more)

▼

Tese de mestrado integrado, Engenharia Biomédica e Biofísica (Radiações em Diagnóstico e Terapia)Universidade de Lisboa, Faculdade de Ciências, 2016

As técnicas de imagiologia são uma mais-valia para a compreensão do corpo humano, constituindo uma ferramenta relevante para a medicina moderna. Estas técnicas permitem não só o diagnóstico, como também a monitorização de doenças, sendo especialmente importantes na área neuro-oncológica. A ressonância magnética e a tomografia por emissão de positrões (MR e PET acrónimo inglês de Magnetic Ressonance e Positron Emission Tomography, respetivamente) são referidas como as técnicas de imagem mais importantes em neuro-oncologia devido à sua capacidade e eficácia na deteção de tumores cerebrais. Estas duas técnicas permitem obter informação relativa à localização, estado e atividade tumoral. No entanto, em ambas, a diferenciação precisa dos tecidos tumorais assim como o acesso a informação referente à heterogeneidade do tumor, através de alterações não especificas dos tecidos é limitada. Neste momento, a análise de imagens de MR em 3 dimensões (3D) é o procedimento mais utlizado no diagnóstico de tumores cerebrais, em particular de gliomas. Desta forma, e devido ao crescente interesse na aquisição de informação adicional relativa à biologia do tumor, técnicas mais avançadas de MR, em particular imagem ponderada por perfusão (PWI, acrónimo inglês de Perfusion-Weighted Imaging), têm vindo a revelar-se uma mais valia para a prática clínica. A dinâmica de contraste suscetível (DSC acrónimo inglês de Dynamic Susceptibility Contrast) é um dos métodos mais utilizados na medição da perfusão sanguínea em tumores cerebrais. O princípio de aquisição de DSC-MR baseia-se na injeção intravenosa de um agente de contraste paramagnético (ex. Gadolinium-Diethylenetriamine Penta-acetic acid (Gd-DTPA)) e na rápida medição das alterações do sinal transmitido durante a passagem do bolus através da circulação cerebral. O volume sanguíneo cerebral (CBV, acrónimo inglês de Cerebral Blood Volume) é um dos parâmetros mais relevantes obtidos por esta técnica. Nos tumores cerebrais, o CBV exibe uma elevada correlação com a densidade dos micro-vasos, pelo que o seu volume é tipicamente mais elevado nas regiões tumorais do que quando comparado com os tecidos saudáveis. Para além de PWI-MR, a introdução de radio-marcadores de aminoácidos na técnica de PET tem demonstrado um bom desempenho no diagnóstico de gliomas. Esta técnica tem por base a medição da magnitude do transporte de aminoácidos e a sua distribuição no tumor. Na região tumoral, a sua incorporação é aumentada quando comparada com o tecido normal, sendo essas diferenças traduzidas em imagem. De entre os radio-marcadores de aminoácidos disponíveis, O(2-[18F] FluoroEthyl)-L-Tyrosine (18F-FET) foi recentemente introduzido e o seu bom desempenho no diagnóstico de gliomas tem vindo a ser comprovado por diversos estudos. Desta forma, esta técnica de imagem permite não só uma delineação precisa da área tumoral como também a subsequente classificação de…

Advisors/Committee Members: Shah, Jon, Matela, Nuno Miguel de Pinto Lobo e, 1978-.

Subjects/Keywords: MR/PET; 18F-FET; PWI; GESE; Caliber dos Vasos; Teses de mestrado - 2016; Departamento de Física

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

APA (6^th Edition):

Lopes, R. B. M. C. P. (2016). Metabolic guided vascular analysis of brain tumors using MR/PET. (Thesis). Universidade de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/27394

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

Chicago Manual of Style (16^th Edition):

Lopes, Rute Belmira Martins Crespo Paula. “Metabolic guided vascular analysis of brain tumors using MR/PET.” 2016. Thesis, Universidade de Lisboa. Accessed January 17, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/27394.

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

MLA Handbook (7^th Edition):

Lopes, Rute Belmira Martins Crespo Paula. “Metabolic guided vascular analysis of brain tumors using MR/PET.” 2016. Web. 17 Jan 2021.

Vancouver:

Lopes RBMCP. Metabolic guided vascular analysis of brain tumors using MR/PET. [Internet] [Thesis]. Universidade de Lisboa; 2016. [cited 2021 Jan 17]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/27394.

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

Council of Science Editors:

Lopes RBMCP. Metabolic guided vascular analysis of brain tumors using MR/PET. [Thesis]. Universidade de Lisboa; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/27394

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

Universidade do Rio Grande do Sul

21. Galli, Francielli. Relação das crianças do sul do Brasil com o ambiente e seu impacto no bem-estar pessoal.

Degree: 2014, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/98325

►

Esta dissertação tem como objetivos verificar as propriedades psicométricas da Escala de Atitudes Ambientais para Crianças (EAAC; adaptada de Leeming, Dwyer, Porter & Bracker, 1995)… (more)

▼

Esta dissertação tem como objetivos verificar as propriedades psicométricas da Escala de Atitudes Ambientais para Crianças (EAAC; adaptada de Leeming, Dwyer, Porter & Bracker, 1995) e da Escala Infantil de Satisfação com o Ambiente (EISA; criada pelo Grupo de Pesquisa em Psicologia Comunitária); verificar a associação entre bem-estar pessoal (mensurado através da Personal Wellbeing Index) e variáveis ambientais e analisar as atitudes ambientais das crianças da amostra. Foram realizados três estudos, com 1746 crianças (53,5% meninas) com idades entre 8 e 13 anos (M = 10.17; DP = 1.492) residentes de Porto Alegre (54.9%) e do interior do Rio Grande do Sul (45.1%). Os resultados do primeiro estudo indicaram que os instrumentos analisados, EAAC e EISA, apresentam bons índices de ajuste para a amostra pesquisada quando da realização na análise fatorial (exploratória e confirmatória). Com relação ao segundo estudo, as análises de regressão multivariadas indicaram que o PWI é explicado pelos itens da EAAC em 11.5% e pelos itens da EISA em 14.4%. Estão associoados ao bem-estar pessoal: a satisfação com o ambiente residencial e escolar, as atitudes ambientais que envolvem a família, o contato com a natureza e o contato com animais. O terceiro estudo buscou verificar se existem diferenças entre grupos para as atitudes ambientais e os resultados indicaram que as crianças que estudam em escolas públicas, assim como as crianças que vivem em cidades do interior e as crianças mais novas, tendem a desenvolver mais atitudes favoráveis ao ambiente. Em uma etapa qualitativa do terceiro estudo, as crianças mencionaram preocupar-se com a crise ambiental e apresentaram atitudes ambientais voltadas a ações cotidianas e de ativismo.

This dissertation aims to evaluate the psychometric properties of the Children’s Environmental Attitudes Scale (EACC; adjusted from Leeming, Dwyer, Porter & Bracker, 1995) and of the Children’s Environment Satisfaction Scale (EISA; developed by the Grupo de Pesquisa em Psicologia Comunitária); to verify the association between personal wellbeing (measured by the Personal Wellbeing Index School Children) and environmental variables; and to analyze the environmental attitudes of the children in the sample. There were conducted three studies with 1746 children (53.5% girls) aged between 8 and 13 years old (M = 10.17; SE = 1.492) residents on Porto Alegre (54%) and on inner cities of Rio Grande do Sul State (45.1%). The results of the first study indicated that EAAC and EISA scales had good overall fit rates when exploratory and confirmatory factorial analyses were performed. In the second study, multivariate regression analysis showed that the Personal Wellbeing Index is predicted in 11.5% by the EACC items and in 14.4% by the EISA. The personal wellbeing is associated to: satisfaction with school and residence environment; family environmental attitudes; contact with animals and contact with nature. The third study aimed to check if there are differences of environmental attitudes between the groups. Outcomes…

Advisors/Committee Members: Castellá Sarriera, Jorge.

Subjects/Keywords: Bem-estar; PWI; Environmental attitudes; Criança; Environmental satisfaction; Psicologia ambiental; Connectedness to nature; Psicometria; Ambiente; Children

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APA (6^th Edition):

Galli, F. (2014). Relação das crianças do sul do Brasil com o ambiente e seu impacto no bem-estar pessoal. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/98325

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

Chicago Manual of Style (16^th Edition):

Galli, Francielli. “Relação das crianças do sul do Brasil com o ambiente e seu impacto no bem-estar pessoal.” 2014. Thesis, Universidade do Rio Grande do Sul. Accessed January 17, 2021. http://hdl.handle.net/10183/98325.

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

MLA Handbook (7^th Edition):

Galli, Francielli. “Relação das crianças do sul do Brasil com o ambiente e seu impacto no bem-estar pessoal.” 2014. Web. 17 Jan 2021.

Vancouver:

Galli F. Relação das crianças do sul do Brasil com o ambiente e seu impacto no bem-estar pessoal. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2014. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10183/98325.

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

Council of Science Editors:

Galli F. Relação das crianças do sul do Brasil com o ambiente e seu impacto no bem-estar pessoal. [Thesis]. Universidade do Rio Grande do Sul; 2014. Available from: http://hdl.handle.net/10183/98325

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

Freie Universität Berlin

22. Zaro Weber, Olivier. Magnetic Resonance Imaging in acute ischemic stroke: validation with Positron Emission Tomography.

Degree: 2013, Freie Universität Berlin

URL: http://dx.doi.org/10.17169/refubium-6397

► The concept of mismatch using diffusion-weighted (DW) and perfusion-weighted (PW) MRI has importantly influenced acute stroke management and the imaging- based patient selection for reperfusion… (more)

▼ The concept of mismatch using diffusion-weighted (DW) and perfusion-weighted (PW) MRI has importantly influenced acute stroke management and the imaging- based patient selection for reperfusion therapy has become the focus of today’s stroke research. The hypoperfused but still viable tissue is the target for early reperfusion in acute stroke. The so-called “penumbra” is characterized by specific metabolic patterns and can be detected by positron emission tomography (15O-Water-PET) the gold standard for perfusion measurements in vivo. Recent MRI data have simplified this concept by the introduction of the “mismatch” in which the volumetric difference between hypoperfusion (PWI) and tissue damage (DWI) defines the tissue at risk. A comparison of PWI-CBF with the reference PET-CBF (<20 ml/100g/min) could demonstrate a good volumetric agreement of the penumbra in acute stroke. A comparative ROC curve analysis of all common PWI modalities with the gold standard PET could show that CBF, Tmax and the AIF independent TTP could detect the penumbra threshold best (AUC >0.9). The optimal penumbra thresholds are CBF <21.7 ml/100g/min, CBV <1.5 ml/100g, MTT>5.3 seconds, Tmax >5.5 seconds and relative TTP >4.2 seconds. For these thresholds CBF, Tmax and TTP present with the highest sensitivity and specificity (>80 %). Using quantitative PET we could show that quantification of PWI depends strongly on the choice of the arterial input function (AIF). The AIF placement significantly altered absolute penumbra flow thresholds and showed best agreement with PET for a proximal vessel contralateral to the infarct (cICA or cM1 segment). The performance of relative penumbra flow thresholds, however, was not AIF location-dependent and might be along with AIF-independent TTP maps, more suitable than absolute penumbra flow thresholds in acute stroke if detailed postprocessing is not feasible. PW maps show an important individual variation of the penumbra flow threshold values despite the use of deconvolution algorithms and despite the implementation of input functions. This finding suggests that using an averaged threshold the penumbra might be over- or underestimated and the need for an additional individual correction procedure is required. We could show that this individual variation of penumbra flow values can be significantly improved by a simple MR-based calibration. Easily applicable look-up tables identify the individual best threshold for each PW map to optimize mismatch detection. The benefit of reperfusion (e.g. thrombolysis) in mismatch tissue has been addressed in recent clinical trials. Importantly, the definition of mismatch in stroke trials, as in the DEFUSE and EPITHET, as well as in the current DEFUSE-2 and ECASS IV - EXTEND trials, is based on a penumbra flow threshold defined by maps of time to maximum (Tmax). We could show that a penumbra flow threshold for Tmax of >5.5 seconds should be used for mismatch definition. This penumbra threshold is an important finding because in recent clinical trials, including DEFUSE and… Advisors/Committee Members: [email protected] (contact), m (gender), Prof. Dr. med. Christian Gerloff (firstReferee), Prof. Dr. med. Hartwig R. Siebner (furtherReferee).

Subjects/Keywords: acute stroke; cerebral ischemia; mismatch; penumbra; PWI; MRI; PET; 600 Technik, Medizin, angewandte Wissenschaften::610 Medizin und Gesundheit

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APA (6^th Edition):

Zaro Weber, O. (2013). Magnetic Resonance Imaging in acute ischemic stroke: validation with Positron Emission Tomography. (Thesis). Freie Universität Berlin. Retrieved from http://dx.doi.org/10.17169/refubium-6397

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

Chicago Manual of Style (16^th Edition):

Zaro Weber, Olivier. “Magnetic Resonance Imaging in acute ischemic stroke: validation with Positron Emission Tomography.” 2013. Thesis, Freie Universität Berlin. Accessed January 17, 2021. http://dx.doi.org/10.17169/refubium-6397.

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

MLA Handbook (7^th Edition):

Zaro Weber, Olivier. “Magnetic Resonance Imaging in acute ischemic stroke: validation with Positron Emission Tomography.” 2013. Web. 17 Jan 2021.

Vancouver:

Zaro Weber O. Magnetic Resonance Imaging in acute ischemic stroke: validation with Positron Emission Tomography. [Internet] [Thesis]. Freie Universität Berlin; 2013. [cited 2021 Jan 17]. Available from: http://dx.doi.org/10.17169/refubium-6397.

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

Council of Science Editors:

Zaro Weber O. Magnetic Resonance Imaging in acute ischemic stroke: validation with Positron Emission Tomography. [Thesis]. Freie Universität Berlin; 2013. Available from: http://dx.doi.org/10.17169/refubium-6397

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

Chapman University

23. Ezell, Pamela. Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis.

Degree: PhD, Education, 2018, Chapman University

URL: https://digitalcommons.chapman.edu/education_dissertations/3

► This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race… (more)

Subjects/Keywords: Counter-stories; Critical Race Theory; First-generation students; Latinx college women; PWI; Culturally responsive methodologies; Higher Education

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APA (6^th Edition):

Ezell, P. (2018). Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis. (Doctoral Dissertation). Chapman University. Retrieved from https://digitalcommons.chapman.edu/education_dissertations/3

Chicago Manual of Style (16^th Edition):

Ezell, Pamela. “Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis.” 2018. Doctoral Dissertation, Chapman University. Accessed January 17, 2021. https://digitalcommons.chapman.edu/education_dissertations/3.

MLA Handbook (7^th Edition):

Ezell, Pamela. “Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis.” 2018. Web. 17 Jan 2021.

Vancouver:

Ezell P. Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis. [Internet] [Doctoral dissertation]. Chapman University; 2018. [cited 2021 Jan 17]. Available from: https://digitalcommons.chapman.edu/education_dissertations/3.

Council of Science Editors:

Ezell P. Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis. [Doctoral Dissertation]. Chapman University; 2018. Available from: https://digitalcommons.chapman.edu/education_dissertations/3

Eastern Illinois University

24. Thompson, Candace. Persistence of African American Students at Predominately White Institutions.

Degree: MS, Counseling and Higher Education, 2020, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4776

► Using qualitative methodology, the persistence of African American students at predominately White institutions was analyzed. This was conducted through semi-structured interviews by six participants… (more)

Subjects/Keywords: African American; Retention; Persistence; Minorities; Predominantly White Institutions (PWI); African American Studies; Higher Education; Student Counseling and Personnel Services

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APA (6^th Edition):

Thompson, C. (2020). Persistence of African American Students at Predominately White Institutions. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4776

Chicago Manual of Style (16^th Edition):

Thompson, Candace. “Persistence of African American Students at Predominately White Institutions.” 2020. Masters Thesis, Eastern Illinois University. Accessed January 17, 2021. https://thekeep.eiu.edu/theses/4776.

MLA Handbook (7^th Edition):

Thompson, Candace. “Persistence of African American Students at Predominately White Institutions.” 2020. Web. 17 Jan 2021.

Vancouver:

Thompson C. Persistence of African American Students at Predominately White Institutions. [Internet] [Masters thesis]. Eastern Illinois University; 2020. [cited 2021 Jan 17]. Available from: https://thekeep.eiu.edu/theses/4776.

Council of Science Editors:

Thompson C. Persistence of African American Students at Predominately White Institutions. [Masters Thesis]. Eastern Illinois University; 2020. Available from: https://thekeep.eiu.edu/theses/4776

Eastern Illinois University

25. Simmons, Shakeitra. First-Generation Black Males’ Challenges in Attending a PWI: Understanding What Makes Them Persist.

Degree: MS, Counseling and Higher Education, 2020, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4777

► Using qualitative methodology, the researcher studied the challenges and persistence factors for undergraduate First-generation Black males to persist at a Predominantly White Institution. Through… (more)

Subjects/Keywords: Black males; PWI; First-generation; persistence; retention; African American Studies; Higher Education; Student Counseling and Personnel Services

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APA (6^th Edition):

Simmons, S. (2020). First-Generation Black Males’ Challenges in Attending a PWI: Understanding What Makes Them Persist. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4777

Chicago Manual of Style (16^th Edition):

Simmons, Shakeitra. “First-Generation Black Males’ Challenges in Attending a PWI: Understanding What Makes Them Persist.” 2020. Masters Thesis, Eastern Illinois University. Accessed January 17, 2021. https://thekeep.eiu.edu/theses/4777.

MLA Handbook (7^th Edition):

Simmons, Shakeitra. “First-Generation Black Males’ Challenges in Attending a PWI: Understanding What Makes Them Persist.” 2020. Web. 17 Jan 2021.

Vancouver:

Simmons S. First-Generation Black Males’ Challenges in Attending a PWI: Understanding What Makes Them Persist. [Internet] [Masters thesis]. Eastern Illinois University; 2020. [cited 2021 Jan 17]. Available from: https://thekeep.eiu.edu/theses/4777.

Council of Science Editors:

Simmons S. First-Generation Black Males’ Challenges in Attending a PWI: Understanding What Makes Them Persist. [Masters Thesis]. Eastern Illinois University; 2020. Available from: https://thekeep.eiu.edu/theses/4777

26. Allen, Courtney. Calling All the Sisters: The Impact of Sister Circles on the Retention and Experiences of Black Womyn Collegians at Predominately White Institutions.

Degree: PhD, Educational Leadership - Higher Education, 2019, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/2374

► The experiences of Black womyn collegians (BWC) at predominately White campuses (PWC) is one of isolation, lack of support, and combating oppressive incidents regularly… (more)

Subjects/Keywords: Black womyn; PWI; retention; sister circle

…institution (PWI) I attended. I wondered if the few Black womyn who chose to attend would… …attend a PWI, I assumed my college experience would be different and challenging as a student… …should be placed on the support for BWC at PWI. The institution I attended was similar to other… …PWI in that it did not provide additional resources or services for SOC. Though many PWI… …to all students; however, at PWI the student leaders in executive positions in…

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APA (6^th Edition):

Allen, C. (2019). Calling All the Sisters: The Impact of Sister Circles on the Retention and Experiences of Black Womyn Collegians at Predominately White Institutions. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2374

Chicago Manual of Style (16^th Edition):

Allen, Courtney. “Calling All the Sisters: The Impact of Sister Circles on the Retention and Experiences of Black Womyn Collegians at Predominately White Institutions.” 2019. Doctoral Dissertation, Clemson University. Accessed January 17, 2021. https://tigerprints.clemson.edu/all_dissertations/2374.

MLA Handbook (7^th Edition):

Allen, Courtney. “Calling All the Sisters: The Impact of Sister Circles on the Retention and Experiences of Black Womyn Collegians at Predominately White Institutions.” 2019. Web. 17 Jan 2021.

Vancouver:

Allen C. Calling All the Sisters: The Impact of Sister Circles on the Retention and Experiences of Black Womyn Collegians at Predominately White Institutions. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2021 Jan 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/2374.

Council of Science Editors:

Allen C. Calling All the Sisters: The Impact of Sister Circles on the Retention and Experiences of Black Womyn Collegians at Predominately White Institutions. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2374

27. Rodriguez, Manuel Antonio, Jr. "I Am that Family Member that No One Talks About!" Latino and LGBTQ Students' Perspectives on Institutional Discourse of Inclusion.

Degree: MA, Communication, Technology, and Society, 2017, Clemson University

URL: https://tigerprints.clemson.edu/all_theses/2669

► There has been a vast amount of research that has focused on inclusion, diversity, and multiculturalism within institutional settings (Cuyjet, Howard-Hamilton, & Cooper, 2012). Researchers… (more)

▼ There has been a vast amount of research that has focused on inclusion, diversity, and multiculturalism within institutional settings (Cuyjet, Howard-Hamilton, & Cooper, 2012). Researchers such as Schedler, Glastra, and Kats (1998) have focused on the positive benefits of having a diverse population of people in a particular setting. How to best integrate these groups in a multicultural setting has been the focus of many researchers (Milem, Clayton-Pederson, Hurtado, & Allen, 1998). Despite the prior research dedicated toward inclusion, there are certain areas that remain neglected due to the complexities of multicultural identities, as well as institutional reluctance to address inclusionary practices in a timely fashion. One such area of neglect is research into the lived experiences of those targeted for inclusion within an institutional setting (Carillo, 2016). Often, research of inclusion has been positioned from an external perspective that looks in at institutional cultures, policies, and procedures (Milem, Clayton-Pederson, Hurtado, & Allen, 1998). While research into this type of perspective is crucial for understanding inclusion at an institutional setting, it does not take into account the perspectives of individuals who, in many ways, are the subjects of these policies and procedures. This thesis presents a critical-cultural research project that explores the experiences of Latinos and LGBTQ individuals who are targeted with institutional discourse of inclusion. Using the research method of a case study, these two identities can be examined in how they are socially constructed and situated within a higher educational setting. University emails containing messages of inclusion were used as stimuli during in-depth interviewing of members of these two specific marginalized groups, who are often targeted for inclusion. This findings suggests that, although a predominantly white institution (PWI) may conduct discourse of inclusion on campus, others factors on campus and in the administration can prevent full inclusion of minority students from actually occurring. It is important to understand how these groups interpret discourses of inclusion within an institutional setting, as well as listen to their suggestions on how to improve inclusion on campus. Keywords: discourse, inclusion, LGBTQ, Latinos, case study, PWI, social construction, identity, tempered radicals. Advisors/Committee Members: Dr. Travers Scott, Committee Chair, Dr. Joseph Mazer, Dr. Lori Pindar.

Subjects/Keywords: Discourse; Identities; Inclusion; Latino; LGBTQ; PWI

…questions: In what ways do institutional discourses at my PWI frame and enact inclusion? and How… …same PWI? My research took place at a southeastern U.S. university that was established in… …their sites. I also have hoped to demonstrate the realities that take place when a PWI… …coming to terms with its legacy as a PWI. In addition to more open discussion of the… …Meyerson & Tompkins, 2007). It is when a PWI such as SU acknowledges its past, confronts a…

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APA (6^th Edition):

Rodriguez, Manuel Antonio, J. (2017). "I Am that Family Member that No One Talks About!" Latino and LGBTQ Students' Perspectives on Institutional Discourse of Inclusion. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/2669

Chicago Manual of Style (16^th Edition):

Rodriguez, Manuel Antonio, Jr. “"I Am that Family Member that No One Talks About!" Latino and LGBTQ Students' Perspectives on Institutional Discourse of Inclusion.” 2017. Masters Thesis, Clemson University. Accessed January 17, 2021. https://tigerprints.clemson.edu/all_theses/2669.

MLA Handbook (7^th Edition):

Rodriguez, Manuel Antonio, Jr. “"I Am that Family Member that No One Talks About!" Latino and LGBTQ Students' Perspectives on Institutional Discourse of Inclusion.” 2017. Web. 17 Jan 2021.

Vancouver:

Rodriguez, Manuel Antonio J. "I Am that Family Member that No One Talks About!" Latino and LGBTQ Students' Perspectives on Institutional Discourse of Inclusion. [Internet] [Masters thesis]. Clemson University; 2017. [cited 2021 Jan 17]. Available from: https://tigerprints.clemson.edu/all_theses/2669.

Council of Science Editors:

Rodriguez, Manuel Antonio J. "I Am that Family Member that No One Talks About!" Latino and LGBTQ Students' Perspectives on Institutional Discourse of Inclusion. [Masters Thesis]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_theses/2669

28. Ford, David Julius, Jr. A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations.

Degree: PhD, 2014, Old Dominion University

URL: 9781321029284 ; https://digitalcommons.odu.edu/chs_etds/41

► Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson… (more)

Subjects/Keywords: African American males; BGLO; Black Greek-letter organizations; Fraternities and sororities; PWI; Predominantly white institutions; African American Studies; Higher Education

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APA (6^th Edition):

Ford, David Julius, J. (2014). A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321029284 ; https://digitalcommons.odu.edu/chs_etds/41

Chicago Manual of Style (16^th Edition):

Ford, David Julius, Jr. “A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations.” 2014. Doctoral Dissertation, Old Dominion University. Accessed January 17, 2021. 9781321029284 ; https://digitalcommons.odu.edu/chs_etds/41.

MLA Handbook (7^th Edition):

Ford, David Julius, Jr. “A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations.” 2014. Web. 17 Jan 2021.

Vancouver:

Ford, David Julius J. A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2021 Jan 17]. Available from: 9781321029284 ; https://digitalcommons.odu.edu/chs_etds/41.

Council of Science Editors:

Ford, David Julius J. A Grounded Theory of the College Experiences of African American Males in Black Greek-Letter Organizations. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321029284 ; https://digitalcommons.odu.edu/chs_etds/41

29. -3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.

Degree: PhD, Educational Administration, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/61380

► Black females are the majority of Black students enrolled at both PWIs and HBCUs. HBCUs award a significant number of degrees to Black students despite… (more)

▼ Black females are the majority of Black students enrolled at both PWIs and HBCUs. HBCUs award a significant number of degrees to Black students despite the fact that they only educate 11% of all undergraduates enrolled today (Gasman, 2012). Why aren’t we seeing the same completion rates of Black women at PWIs that we see at HBCUs? Studies show that African American women attending PWIs experience greater social and emotional distress than their counterparts attending HBCUs (Fleming, 1984; Watt, 1997). These factors and others tend to depress success for African American women. Furthermore, Black women face challenges just as Black men do when it comes to participation in, graduation from, and overall success in educational institutions compared to their White counterparts (Bush, Chambers & Walpole, 2010). The purpose of this study is to gain an in-depth account of the college-going experience of Black women at a selective predominantly White institution and understand their pathways to graduation. In particular, the hope is that this investigation will provide more insight into the phenomena that contributes to these women’s ability and/or inability to secure degrees. By learning their effective survival tips and success strategies, hearing how they cope, and documenting the skills they have acquired to help them move in the direction of attaining their goal of a college degree, the hope is that this information will have implications for practice in places where attrition is an issue for Black women and in policy making. To understand the phenomena, a qualitative research design is in order and more specifically, a phenomenological approach. This approach will allow for exploring and analyzing these women’s lived experiences at this institution (Creswell, 1998). This study will investigate using the frameworks of both “Black Feminist Theory” and “Intersectionality.” Black Feminist Theory will allow for the opportunity to place Black women’s voices at the center of research in an effort to make visible Black women’s unique experiences and acts of resistance (Robinson, Esquibel, & Rich, 2013) and intersectionality will equip me with the tools to understand and explain the Black woman’s multidimensional experience. Advisors/Committee Members: Reddick, Richard, 1972- (advisor), Saenz, Victor B (committee member), Sharpe, Edwin R (committee member), Gilbert, Dorie J (committee member), Bumphus, Aileen T (committee member).

Subjects/Keywords: Black; Female; Students; PWI; Feminist; Experiences

…coeducational predominantly White higher institutions (PWI), HBCUs award a higher proportion… …will focus on Black female students and their experiences at a PWI. PURPOSE OF THE STUDY This…

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APA (6^th Edition):

-3835-1597. (2017). When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61380

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-3835-1597. “When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 17, 2021. http://hdl.handle.net/2152/61380.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-3835-1597. “When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.” 2017. Web. 17 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2152/61380.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61380

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Brno University of Technology

30. Buřival, Tomáš. Opravy DPS s BGA a FC pouzdry: PCBs Repairs with BGA and FC Packages.

Degree: 2019, Brno University of Technology

URL: http://hdl.handle.net/11012/271

► Graduation thesis is specialized on dilemma of the integrated circuits with ball grid array. Chapter two describes several types of packages and confrontation of their… (more)

Subjects/Keywords: BGA; kuličkové vývody; PWI; SMT; bezolovnaté pájení; procesní okno; teplotní profil; přetavení horkým vzduchem; Slim Kic 2000; povrchová montáž.; BGA; ball grid array; lead free solder; Slim Kic 2000; SMT; surface mount technology; PWI; process window index; reflow; thermal profile.

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APA (6^th Edition):

Buřival, T. (2019). Opravy DPS s BGA a FC pouzdry: PCBs Repairs with BGA and FC Packages. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/271

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

Chicago Manual of Style (16^th Edition):

Buřival, Tomáš. “Opravy DPS s BGA a FC pouzdry: PCBs Repairs with BGA and FC Packages.” 2019. Thesis, Brno University of Technology. Accessed January 17, 2021. http://hdl.handle.net/11012/271.

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

MLA Handbook (7^th Edition):

Buřival, Tomáš. “Opravy DPS s BGA a FC pouzdry: PCBs Repairs with BGA and FC Packages.” 2019. Web. 17 Jan 2021.

Vancouver:

Buřival T. Opravy DPS s BGA a FC pouzdry: PCBs Repairs with BGA and FC Packages. [Internet] [Thesis]. Brno University of Technology; 2019. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/11012/271.

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

Council of Science Editors:

Buřival T. Opravy DPS s BGA a FC pouzdry: PCBs Repairs with BGA and FC Packages. [Thesis]. Brno University of Technology; 2019. Available from: http://hdl.handle.net/11012/271

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

Open Access Theses and Dissertations