subject:(PWI)

Louisiana State University

1. 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 September 17, 2019. 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 Sep 2019.

Vancouver:

Allen A. What about the Black Greeks? : supporting NPHCs at PWIs. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2019 Sep 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

Clemson University

2. 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

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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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

Clemson University

3. 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

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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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

University of Sydney

4. 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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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 Texas – Austin

5. -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

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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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

6. 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 September 17, 2019. 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 Sep 2019.

Vancouver:

Källerteg S. Adolescents’ well-being in Kathmandu, Nepal : A study based on mindmaps and questionnaires. [Internet] [Thesis]. University of Gävle; 2014. [cited 2019 Sep 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

7. 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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

8. 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://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://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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 17]. Available from: 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://scholarscompass.vcu.edu/etd/5752

Boston College

9. 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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

California State University – Sacramento

10. 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 (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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

Indiana University of Pennsylvania

11. Montgomery, Jonathan. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.

Degree: MA, English, 2016, Indiana University of Pennsylvania

URL: https://knowledge.library.iup.edu/etd/1354

► This qualitative case study aims to provide a nuanced insight into the reported racial, ethnic, linguistic, and gendered experiences of five Latina undergraduate students… (more)

Subjects/Keywords: Critical Race Theory; Higher Education; Latino; PWI; Support Systems; Underrepresented Minority Students

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APA (6^th Edition):

Montgomery, J. (2016). Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1354

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):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Thesis, Indiana University of Pennsylvania. Accessed September 17, 2019. https://knowledge.library.iup.edu/etd/1354.

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

MLA Handbook (7^th Edition):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Web. 17 Sep 2019.

Vancouver:

Montgomery J. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Sep 17]. Available from: https://knowledge.library.iup.edu/etd/1354.

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

Council of Science Editors:

Montgomery J. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1354

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

Indiana University of Pennsylvania

12. Montgomery, Jonathan. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.

Degree: MA, English, 2016, Indiana University of Pennsylvania

URL: https://knowledge.library.iup.edu/etd/1410

► This qualitative case study aims to provide a nuanced insight into the reported racial, ethnic, linguistic, and gendered experiences of five Latina undergraduate students… (more)

Subjects/Keywords: Critical Race Theory; Higher Education; Latino; PWI; Support Systems; Underrepresented Minority Students

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APA (6^th Edition):

Montgomery, J. (2016). Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1410

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):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Thesis, Indiana University of Pennsylvania. Accessed September 17, 2019. https://knowledge.library.iup.edu/etd/1410.

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

MLA Handbook (7^th Edition):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Web. 17 Sep 2019.

Vancouver:

Montgomery J. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Sep 17]. Available from: https://knowledge.library.iup.edu/etd/1410.

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

Council of Science Editors:

Montgomery J. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1410

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

University of Alabama

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

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 September 17, 2019. 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 Sep 2019.

Vancouver:

Smith GPA. The impact of stereotype threat in two educational environments. [Internet] [Thesis]. University of Alabama; 2015. [cited 2019 Sep 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

University of South Carolina

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

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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

Universidade de Lisboa

15. 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)

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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 September 17, 2019. 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 Sep 2019.

Vancouver:

Lopes RBMCP. Metabolic guided vascular analysis of brain tumors using MR/PET. [Internet] [Thesis]. Universidade de Lisboa; 2016. [cited 2019 Sep 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

16. 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)

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

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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

Chapman University

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

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 September 17, 2019. 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 Sep 2019.

Vancouver:

Ezell P. Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis. [Internet] [Doctoral dissertation]. Chapman University; 2018. [cited 2019 Sep 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

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

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 September 17, 2019. 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 Sep 2019.

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 2019 Sep 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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd

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

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

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2011. Doctoral Dissertation, University of Georgia. Accessed September 17, 2019. http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd.

MLA Handbook (7^th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2011. Web. 17 Sep 2019.

Vancouver:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Sep 17]. Available from: http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd.

Council of Science Editors:

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

Universidade do Rio Grande do Sul

20. Bedin, Lívia Maria. Relação entre o bem-estar subjetivo de pais e filhos adolescentes a partir de diferentes medidas de avaliação.

Degree: 2013, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/76519

►

Esta tese tem como objetivos verificar as propriedades psicométricas dos instrumentos de bem-estar: Personal Wellbeing Index (PWI), Satisfaction With Life Scale (SWLS), Brief Multidimensional Students’… (more)

▼

Esta tese tem como objetivos verificar as propriedades psicométricas dos instrumentos de bem-estar: Personal Wellbeing Index (PWI), Satisfaction With Life Scale (SWLS), Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) e Core Affects Scale (CAS); apresentar o bem-estar nos grupos de pais e filhos adolescentes; e verificar a relação entre o bem-estar subjetivo de pais e seus filhos adolescentes a partir de diferentes medidas de avaliação. Foram realizados três estudos, com 543 adolescentes com idades entre 12 e 16 anos (68,3% meninas) e seus respectivos pais, com idade média aproximada de 44 anos. Os resultados apontam que o PWI e as escalas SWLS, BMSLSS e CAS apresentam, no geral, bons índices de ajuste quando da realização da análise fatorial (exploratória e confirmatória) para a amostra de adolescentes e para a de pais. Verificam-se diferenças significativas entre as médias de diferentes domínios de bem-estar, sendo as médias mais altas para os adolescentes do que para os pais. Com relação às diferenças por sexo, para as medidas de bem-estar globais observa-se que tanto as meninas como as mães apresentam médias mais baixas do que os meninos e os pais. Não foram encontradas diferenças significativas por idade para os adolescentes e para os pais, apesar de haver uma diminuição nas médias de diversas medidas para os adolescentes com o aumento dos 12 aos 16 anos. Houve diferenças para classe social, sendo as médias de bem-estar mais baixas para os participantes de classe média baixa. Especificamente, há diferenças entre a interação de classe social e sexo, e as participantes do sexo feminino de classe média baixa apresentam as menores médias de bem-estar. Finalmente, a relação entre o bem-estar de pais e filhos foi analisada, chegando-se a 5 itens que apresentam correlação de 0,41 entre pais e filhos: a satisfação com a família, com o lugar onde vive, com as condições onde vive, com o nível de vida e com a segurança, formando uma dimensão denominada de satisfação com o microssistema. Os resultados para os modelos de interdependência ator-parceiro (APIM) apresentam efeitos significativos entre a satisfação e a felicidade global com a vida dos pais e o bem-estar dos filhos adolescentes, apesar de pequenos.

This thesis aims to examine the psychometric properties of the well-being instruments: Personal Wellbeing Index (PWI), Satisfaction With Life Scale (SWLS), Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) and Core Affects Scale (CAS); to present the well-being in the groups of parents and children, and to verify the relation of the subjective well-being of parents and their adolescent children using different assessment measures. Three studies were conducted with 543 adolescents aged between 12 and 16 years (68.3% girls) and their respective parents with an average age of approximately 44 years. The main results show that the scales SWLS, PWI, BMSLSS and CAS have good overall fit indices when performing factor analysis (exploratory and confirmatory) for the sample of adolescents and…

Advisors/Committee Members: Castellá Sarriera, Jorge.

Subjects/Keywords: Bem-estar subjetivo; Subjective well-being; Construção do teste; Adolescents; Psicometria; Parent–child; Relação pais-filhos; PWI; SWLS; Adolescente; BMSLSS; CAS; APIM

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APA (6^th Edition):

Bedin, L. M. (2013). Relação entre o bem-estar subjetivo de pais e filhos adolescentes a partir de diferentes medidas de avaliação. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/76519

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):

Bedin, Lívia Maria. “Relação entre o bem-estar subjetivo de pais e filhos adolescentes a partir de diferentes medidas de avaliação.” 2013. Thesis, Universidade do Rio Grande do Sul. Accessed September 17, 2019. http://hdl.handle.net/10183/76519.

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

MLA Handbook (7^th Edition):

Bedin, Lívia Maria. “Relação entre o bem-estar subjetivo de pais e filhos adolescentes a partir de diferentes medidas de avaliação.” 2013. Web. 17 Sep 2019.

Vancouver:

Bedin LM. Relação entre o bem-estar subjetivo de pais e filhos adolescentes a partir de diferentes medidas de avaliação. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10183/76519.

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

Council of Science Editors:

Bedin LM. Relação entre o bem-estar subjetivo de pais e filhos adolescentes a partir de diferentes medidas de avaliação. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/76519

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

Louisiana State University

21. Smith, Allison Michelle. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.

Degree: PhD, Education, 2016, Louisiana State University

URL: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

► In choosing to look at the impact of white racially homogeneous work environments, if any, in relation to Black women higher education administrators, this research… (more)

Subjects/Keywords: Black Girl Magic; higher education; higher education administration; PWI; predominantly White institution; retention; Black Girls are Magic; Black Girls Rock; Black Women; Black Women administrators; Black female administrators; Black female

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APA (6^th Edition):

Smith, A. M. (2016). Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

Chicago Manual of Style (16^th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Doctoral Dissertation, Louisiana State University. Accessed September 17, 2019. etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

MLA Handbook (7^th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Web. 17 Sep 2019.

Vancouver:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Sep 17]. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

Council of Science Editors:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

22. Gage, Ambyr L. Outsiders and insiders: how isolation and microaggressions prevent dialogue between students of color and white teachers and peers.

Degree: MA, English (Composition, 2017, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/194677

► Previous research has found that the racial climate at primarily White institutions (PWIs) have negative effects on students of color. This study focuses on students… (more)

Subjects/Keywords: White supremacy; Students of color; PWI; Predominately white institutions

…career at a “liberal leaning” predominantly White Institution (PWI) in the Midwest…

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APA (6^th Edition):

Gage, A. L. (2017). Outsiders and insiders: how isolation and microaggressions prevent dialogue between students of color and white teachers and peers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/194677

Chicago Manual of Style (16^th Edition):

Gage, Ambyr L. “Outsiders and insiders: how isolation and microaggressions prevent dialogue between students of color and white teachers and peers.” 2017. Masters Thesis, California State University – Sacramento. Accessed September 17, 2019. http://hdl.handle.net/10211.3/194677.

MLA Handbook (7^th Edition):

Gage, Ambyr L. “Outsiders and insiders: how isolation and microaggressions prevent dialogue between students of color and white teachers and peers.” 2017. Web. 17 Sep 2019.

Vancouver:

Gage AL. Outsiders and insiders: how isolation and microaggressions prevent dialogue between students of color and white teachers and peers. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10211.3/194677.

Council of Science Editors:

Gage AL. Outsiders and insiders: how isolation and microaggressions prevent dialogue between students of color and white teachers and peers. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/194677

University of Florida

23. 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

URL: http://ufdc.ufl.edu/UFE0049369

► 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 (6^th 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 (16^th 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 September 17, 2019. http://ufdc.ufl.edu/UFE0049369.

MLA Handbook (7^th 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 Sep 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 Sep 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

24. Duncan, Angela Denise. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.

Degree: PhD, Department of Educational and Counseling Psychology, 2013, University of Louisville

URL: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

► Despite a long struggle to gain access, African Americans have always highly valued education. Historically Black colleges and universities (HBCU) were established specifically to educate… (more)

▼ Despite a long struggle to gain access, African Americans have always highly valued education. Historically Black colleges and universities (HBCU) were established specifically to educate this group, but the integration of predominately White institutions (PWI) in the 1960s led to decreased HBCU enrollments and, thus, challenges to their continued relevance. The numerous options for higher education add to the complexities of college choice, especially for students who have various intersecting identities to consider (e.g., African American women). The purpose of this study was to discover what influenced eight high-achieving African American women who chose to attend a PWI instead of an HBCU. Qualitative, collective case study methods were used to conduct this study. Both student participants and a person they identified as influential were interviewed. This method allowed comparisons and contrasts to determine how various identities and cultural backgrounds affected students’ college choices. Data analysis was continuous permitting connections to the literature and between participants as data collection progressed. Influences affecting the college choices of these women fell into four main categories: predisposition, university characteristics, perceptions of HBCU campus environments, and their intersecting identities. The availability of academic programs, scholarships, and the location of the institution were primary reasons given for these participants’ choices to attend a PWI instead of an HBCU. Students also offered advice to other African American females making college choice decisions. Admissions officers and high school counselors must understand that while scholarships are important, they are not always the greatest influence for this group. It is also important to engage the family during the college choice process and have discussions with the students regarding moving away from home. Essentially, it is important for those working with these students to understand their unique characteristics and how they use those characteristics when making college choice decisions. Advisors/Committee Members: Cuyjet, Michael J., Carpenter, Bradley Wayne.

Subjects/Keywords: College choice; African American family; African American women; Black students; PWI and HBCU; High-achieving students

…predominately White institutions (PWI) in the 1960s led to decreased HBCU enrollments and… …attend a PWI instead of an HBCU. Qualitative, collective case study methods were used to… …institution were primary reasons given for these participants’ choices to attend a PWI instead of an… …HBCU or a PWI. The lack of research providing space for student voices to be heard makes it… …attend a PWI. Each of the participants in this study considered HBCUs in their college search…

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APA (6^th Edition):

Duncan, A. D. (2013). Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

Chicago Manual of Style (16^th Edition):

Duncan, Angela Denise. “Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.” 2013. Doctoral Dissertation, University of Louisville. Accessed September 17, 2019. 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384.

MLA Handbook (7^th Edition):

Duncan, Angela Denise. “Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university.” 2013. Web. 17 Sep 2019.

Vancouver:

Duncan AD. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Sep 17]. Available from: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384.

Council of Science Editors:

Duncan AD. Sistahs with voices : influences that affected the college choice of high-achieving African American women who chose to attend a predominantly white institution instead of an historically black college or university. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/384 ; https://ir.library.louisville.edu/etd/384

25. Elmore, Branden D. Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis.

Degree: MA, Arts and Sciences: Communication, 2016, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471

► This study examines how a university’s leadership at a predominantly White institution (PWI) responds to campus racial crisis, and how that response is framed to… (more)

Subjects/Keywords: Educational Leadership; Crisis Communication; Crisis; Higher Education; PWI; Leadership; Situational Crisis Communication Theory

…Black students at predominantly White institutions (PWI) in her book Racism 101… …into its fabric. UC is a PWI located in an urban-inner city area and provides a myriad of…

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APA (6^th Edition):

Elmore, B. D. (2016). Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471

Chicago Manual of Style (16^th Edition):

Elmore, Branden D. “Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis.” 2016. Masters Thesis, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471.

MLA Handbook (7^th Edition):

Elmore, Branden D. “Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis.” 2016. Web. 17 Sep 2019.

Vancouver:

Elmore BD. Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis. [Internet] [Masters thesis]. University of Cincinnati; 2016. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471.

Council of Science Editors:

Elmore BD. Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis. [Masters Thesis]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471

Brno University of Technology

26. Buřival, Tomáš. Opravy DPS s BGA a FC pouzdry .

Degree: 2009, Brno University of Technology

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

► Práce je zaměřena na problematiku pouzder integrovaných obvodů s kuličkovými vývody. Kapitola druhá popisuje jednotlivé typy těchto pouzder a srovnání jejich vlastností. Dále se v… (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. (2009). Opravy DPS s BGA a FC pouzdry . (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 .” 2009. Thesis, Brno University of Technology. Accessed September 17, 2019. 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 .” 2009. Web. 17 Sep 2019.

Vancouver:

Buřival T. Opravy DPS s BGA a FC pouzdry . [Internet] [Thesis]. Brno University of Technology; 2009. [cited 2019 Sep 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 . [Thesis]. Brno University of Technology; 2009. 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

27. Sanders, Stephanie L. A Fly in Milk: The Urban Black Experience at a Rural White Institution.

Degree: PhD, Curriculum and Instruction Cultural Studies (Education), 2012, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336652754

► The United States Supreme Court issued a decision in the case of Brown v. Board of Education of Topeka Kansas (1954) that declared segregation… (more)

Subjects/Keywords: African Americans; Education; Geography; Higher Education; Critical Race Theory; Urban Blacks; Rural PWI; Campus Climate; Stereotype Threat; Capital

…Blacks face while attending a rural PWI. 15 Statement of the Problem In 1988, the American… …the first African American to receive a Bachelor’s degree from a PWI was John Russwurm, who… …education within the context of a rural PWI. This research explores educational experiences, from… …matriculating or have matriculated through a rural PWI. Moreover, this inquiry does not lend itself to… …experiences and personal development of urban Blacks attending a rural PWI, and (3)…

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APA (6^th Edition):

Sanders, S. L. (2012). A Fly in Milk: The Urban Black Experience at a Rural White Institution. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336652754

Chicago Manual of Style (16^th Edition):

Sanders, Stephanie L. “A Fly in Milk: The Urban Black Experience at a Rural White Institution.” 2012. Doctoral Dissertation, Ohio University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336652754.

MLA Handbook (7^th Edition):

Sanders, Stephanie L. “A Fly in Milk: The Urban Black Experience at a Rural White Institution.” 2012. Web. 17 Sep 2019.

Vancouver:

Sanders SL. A Fly in Milk: The Urban Black Experience at a Rural White Institution. [Internet] [Doctoral dissertation]. Ohio University; 2012. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336652754.

Council of Science Editors:

Sanders SL. A Fly in Milk: The Urban Black Experience at a Rural White Institution. [Doctoral Dissertation]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336652754

North Carolina State University

28. Stretch, LoriAnn Sykes. Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions.

Degree: PhD, Counselor Education, 2005, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/4122

► Limited research is available when attempting to determine what, if any, differences exist in predicting academic success and persistence for African-American students attending a historically… (more)

Subjects/Keywords: academic success; persistence; retention; HBCU; historically Black college or university; predominantly White institution; PWI; African-American; logistic regression; ANCOVA; Noncognitive Questionnaire; NCQ; Sedlacek; noncognitive; psychosocial; predictors

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APA (6^th Edition):

Stretch, L. S. (2005). Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4122

Chicago Manual of Style (16^th Edition):

Stretch, LoriAnn Sykes. “Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions.” 2005. Doctoral Dissertation, North Carolina State University. Accessed September 17, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4122.

MLA Handbook (7^th Edition):

Stretch, LoriAnn Sykes. “Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions.” 2005. Web. 17 Sep 2019.

Vancouver:

Stretch LS. Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions. [Internet] [Doctoral dissertation]. North Carolina State University; 2005. [cited 2019 Sep 17]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4122.

Council of Science Editors:

Stretch LS. Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions. [Doctoral Dissertation]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4122

29. Green, Ashley. Experiences of African American Female First Generation College Students.

Degree: PhD, Educational Leadership, Research and Technology, 2015, Western Michigan University

URL: https://scholarworks.wmich.edu/dissertations/519

► The purpose of this qualitative phenomenology study was to gain a better understanding of the experiences of African American, female, first generation college students… (more)

▼ The purpose of this qualitative phenomenology study was to gain a better understanding of the experiences of African American, female, first generation college students attending a large, predominantly White research university and to understand what motivates them. The major research question guiding this study was: How do African American, female, first generation college students (in good academic standing) describe their college experience? The researcher asked the participants to discuss their challenges, how they responded to challenges, sources of motivation, and factors that contributed to their success in college. Through individual, face to face, interviews with 10 African American, female, FGC students attending a large research university, participants described their college transition, and experiences. They explained how their collegiate experiences were shaped by pre-college occurrences, self-identity, parental influence and involvement, challenges, and affiliations with campus and community organizations. Five themes emerged: College Preparation, Parental Influence and Involvement, Relationships, Challenges, and Important Resources. Participants shared stories of high school high achievement, and their strong sense of self and confidence attributed to parental encouragement, self-motivation, and positive high school experiences. Additionally, for these students, engagement in campus organizations were significant resources contributing to their success and comfort at the institution. A notable finding was that although students were prepared academically from high school with a history of high achievement, they still struggled in college. Students had difficulty adjusting to a large campus, large class sizes, less professor interaction, and acknowledged that they needed to adjust their study habits. Unlike other studies focusing on African American students, attending a PWI was not mentioned as a significant factor in their experience and was not discussed in the context of their challenges. Finally, participants identified strong support networks, intrinsic motivation and self-identity as factors that contributed to their college persistence and success. Specifically, economic status and background, family support, self-confidence, and spirituality were their strongest sources of motivation. This study contributes to the understanding of how African American, female, FGC students experience a large predominantly White university from their perspective and their strongest sources of motivation. Recommendations for future research include looking at a broader population of students who were not as academically successful. Students of all academic levels have experiences worth being explored and need a platform to share their stories. It is also important to understand their motivation for persisting in college despite lower academic achievement. Advisors/Committee Members: Dr. Donna Talbot, Dr. Patricia Reeves, Dr. William Arnold.

Subjects/Keywords: African American; female; fìrst generation; college students; student experience; PWI; African American Studies; Bilingual, Multilingual, and Multicultural Education; Higher Education

…10 African American Students �� . 11 African American at PWI… …113 Sub-theme: Campus (attending a PWI) �� .. �� .… 114 Sub-theme: Classes… …PWI, and African American female students. Socio-Economic Challenges There are several… …at PWI A first generation college student who is also African American faces further issues… …students face when attending a large, public PWI and in what ways do they link those issues with…

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APA (6^th Edition):

Green, A. (2015). Experiences of African American Female First Generation College Students. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/519

Chicago Manual of Style (16^th Edition):

Green, Ashley. “Experiences of African American Female First Generation College Students.” 2015. Doctoral Dissertation, Western Michigan University. Accessed September 17, 2019. https://scholarworks.wmich.edu/dissertations/519.

MLA Handbook (7^th Edition):

Green, Ashley. “Experiences of African American Female First Generation College Students.” 2015. Web. 17 Sep 2019.

Vancouver:

Green A. Experiences of African American Female First Generation College Students. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Sep 17]. Available from: https://scholarworks.wmich.edu/dissertations/519.

Council of Science Editors:

Green A. Experiences of African American Female First Generation College Students. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/519

30. Dawson, Candice. A Mirror Image: African American Student Reflections.

Degree: 2013, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/9744

► This dissertation is a narrative inquiry research project that focuses on the collegiate experiences of African American students at both historically black colleges and universities… (more)

Subjects/Keywords: collegiate experience; self-affirmation; self-determination; success; narrative inquiry; African American; poetry; historically black college and university; predominantly white institution; PWI; HBCU; counternarrative

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APA (6^th Edition):

Dawson, C. (2013). A Mirror Image: African American Student Reflections. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9744

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):

Dawson, Candice. “A Mirror Image: African American Student Reflections.” 2013. Thesis, University of Illinois – Chicago. Accessed September 17, 2019. http://hdl.handle.net/10027/9744.

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

MLA Handbook (7^th Edition):

Dawson, Candice. “A Mirror Image: African American Student Reflections.” 2013. Web. 17 Sep 2019.

Vancouver:

Dawson C. A Mirror Image: African American Student Reflections. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10027/9744.

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

Council of Science Editors:

Dawson C. A Mirror Image: African American Student Reflections. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9744

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

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Open Access Theses and Dissertations