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You searched for subject:(Predominately White Institutions PWI ). Showing records 1 – 30 of 8734 total matches.

[1] [2] [3] [4] [5] … [292]

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1. 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

 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

…primarily White institutions. It is through dialogue that their existence becomes a reality to… …primarily white institutions in the roles of student and instructor as well as possible reasons… …women within predominantly White institutions, I found the format of this narrative text… …career at a “liberal leaning” predominantly White Institution (PWI) in the Midwest… …students typically do better at primarily White institutions if they do have Black faculty they… 

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APA (6th 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 (16th 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 (7th 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


Indiana University

2. Williams, Eric. “Been There Before”: Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions .

Degree: 2017, Indiana University

 The purpose of this study was to explore college mentorships that involve undergraduate Black male mentees and their Black male mentors as a means to… (more)

Subjects/Keywords: Mentoring; Black; African-American; Higher Education; Predominately White Institutions; Mentee; Mentor

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APA (6th Edition):

Williams, E. (2017). “Been There Before”: Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/21814

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

Chicago Manual of Style (16th Edition):

Williams, Eric. ““Been There Before”: Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions .” 2017. Thesis, Indiana University. Accessed September 17, 2019. http://hdl.handle.net/2022/21814.

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

MLA Handbook (7th Edition):

Williams, Eric. ““Been There Before”: Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions .” 2017. Web. 17 Sep 2019.

Vancouver:

Williams E. “Been There Before”: Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions . [Internet] [Thesis]. Indiana University; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2022/21814.

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

Council of Science Editors:

Williams E. “Been There Before”: Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions . [Thesis]. Indiana University; 2017. Available from: http://hdl.handle.net/2022/21814

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


Louisiana State University

3. Bourgeois, Amy Hill. An Intersectional Exploration of Race and Gender: Perceptions of Women Faculty in Higher Education.

Degree: PhD, Education, 2014, Louisiana State University

 My own past experiences and my doctoral work form the origin from which I have chosen to examine the relationship that exists between race-based experiences… (more)

Subjects/Keywords: Predominately White Institution; Feminism; White Privilege; Intersectionality

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APA (6th Edition):

Bourgeois, A. H. (2014). An Intersectional Exploration of Race and Gender: Perceptions of Women Faculty in Higher Education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11042014-144333 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3643

Chicago Manual of Style (16th Edition):

Bourgeois, Amy Hill. “An Intersectional Exploration of Race and Gender: Perceptions of Women Faculty in Higher Education.” 2014. Doctoral Dissertation, Louisiana State University. Accessed September 17, 2019. etd-11042014-144333 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3643.

MLA Handbook (7th Edition):

Bourgeois, Amy Hill. “An Intersectional Exploration of Race and Gender: Perceptions of Women Faculty in Higher Education.” 2014. Web. 17 Sep 2019.

Vancouver:

Bourgeois AH. An Intersectional Exploration of Race and Gender: Perceptions of Women Faculty in Higher Education. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Sep 17]. Available from: etd-11042014-144333 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3643.

Council of Science Editors:

Bourgeois AH. An Intersectional Exploration of Race and Gender: Perceptions of Women Faculty in Higher Education. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-11042014-144333 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3643

4. 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

  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 (6th 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 (16th 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 (7th 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 Illinois – Urbana-Champaign

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 17, 2019. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 17 Sep 2019.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

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


University of Cincinnati

6. Hutchins, Brandi N. Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program.

Degree: EdD, Education : Urban Educational Leadership, 2009, University of Cincinnati

  Racial identity and color-blind attitudes were compared among one hundred and forty-two (N=142) college students from a predominantly white urban Midwestern university. Racial centrality,… (more)

Subjects/Keywords: African Americans; Higher Education; Minority and Ethnic Groups; racial identity; affirmative action, color-blind attitudes; African American college students; predominately white institutions

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APA (6th Edition):

Hutchins, B. N. (2009). Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243091149

Chicago Manual of Style (16th Edition):

Hutchins, Brandi N. “Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program.” 2009. Doctoral Dissertation, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243091149.

MLA Handbook (7th Edition):

Hutchins, Brandi N. “Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program.” 2009. Web. 17 Sep 2019.

Vancouver:

Hutchins BN. Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program. [Internet] [Doctoral dissertation]. University of Cincinnati; 2009. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243091149.

Council of Science Editors:

Hutchins BN. Perceptions of Racial Identity and Color-Blind Attitudes among African American College Students in a Race-Specific Scholarship Program. [Doctoral Dissertation]. University of Cincinnati; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243091149


Portland State University

7. Hollands, Aisha La'Chae. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2012, Portland State University

  Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are… (more)

Subjects/Keywords: College persistence & retention; Latino students; Learning communities; Predominately White institutions; Louis Stokes Alliances for Minority Participation; College dropouts  – Prevention  – Cross-cultural studies; African American college students; Minority college students

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APA (6th Edition):

Hollands, A. L. (2012). Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/236

Chicago Manual of Style (16th Edition):

Hollands, Aisha La'Chae. “Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution.” 2012. Doctoral Dissertation, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/236.

MLA Handbook (7th Edition):

Hollands, Aisha La'Chae. “Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution.” 2012. Web. 17 Sep 2019.

Vancouver:

Hollands AL. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution. [Internet] [Doctoral dissertation]. Portland State University; 2012. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/236.

Council of Science Editors:

Hollands AL. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution. [Doctoral Dissertation]. Portland State University; 2012. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/236


University of Georgia

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

9. Allen, Ayana Ma-El. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions.

Degree: 2011, Texas A&M University

 A narrative analysis of the lived experiences of seven undergraduate African American females at Predominately White Institutions (PWIs) is presented in this study. The purpose… (more)

Subjects/Keywords: African American females; predominately White Institutions; Identity development; intersection of race; class; gender; narrative

…navigate their way through the academic and social worlds of Predominately White Institutions… …Predominately White Institutions (PWIs) specifically. Due in part to the fact that African… …American undergraduate females at Predominately White Institutions. Personal Story My life is the… …experiences as undergraduate students at Predominately White Institutions (PWIs). This… …2008, 1,290,898 African American women were enrolled in Predominately White Institutions… 

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APA (6th Edition):

Allen, A. M. (2011). Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029

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

Chicago Manual of Style (16th Edition):

Allen, Ayana Ma-El. “Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions.” 2011. Thesis, Texas A&M University. Accessed September 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.

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

MLA Handbook (7th Edition):

Allen, Ayana Ma-El. “Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions.” 2011. Web. 17 Sep 2019.

Vancouver:

Allen AM. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.

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

Council of Science Editors:

Allen AM. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029

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

10. Johnson, Christopher Oliver. Negotiating black male identity while navigating predominately white institutions.

Degree: PhD, Educational Psychology, 2016, University of Georgia

 The purpose of this Q methodology study was to examine the effective strategies and behaviors Black male doctoral students use to manage their interracial interaction… (more)

Subjects/Keywords: Black male doctoral students; racial identity; interracial interactions; co-cultural theory; predominately white institutions (PWI’s)

…the experiences of Black male doctoral students at Predominately White Institutions (… …predominantly White higher learning institutions. African-American males represented 7.9% of the 18… …in White Americans and White-controlled institutions (Feagin & McKinney, 2003; Larson… …35 Black Graduate Students with White Faculty… …106 Research Question 1: Black Males and Effective Interactions with White Faculty… 

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APA (6th Edition):

Johnson, C. O. (2016). Negotiating black male identity while navigating predominately white institutions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd

Chicago Manual of Style (16th Edition):

Johnson, Christopher Oliver. “Negotiating black male identity while navigating predominately white institutions.” 2016. Doctoral Dissertation, University of Georgia. Accessed September 17, 2019. http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd.

MLA Handbook (7th Edition):

Johnson, Christopher Oliver. “Negotiating black male identity while navigating predominately white institutions.” 2016. Web. 17 Sep 2019.

Vancouver:

Johnson CO. Negotiating black male identity while navigating predominately white institutions. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Sep 17]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd.

Council of Science Editors:

Johnson CO. Negotiating black male identity while navigating predominately white institutions. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_christopher_o_201605_phd

11. Graham, Ciera. Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?.

Degree: PhD, Arts and Sciences: Sociology, 2015, University of Cincinnati

 Extant research on black students at white colleges has often examined how black students experience several academic and social challenges, but few studies examine how… (more)

Subjects/Keywords: Educational Sociology; Race and Ethnic Minorities; Education; Predominately white institutions; Black Students; Rural; Urban

…examined the prevalence of racism and how predominately white institutions engender feelings of… …predominately white institutions, one urban and one rural. Urban institutions are often located in… …urban institutions conceptualize their college experience at predominately white institutions… …predominately white educational, religious, and other public institutions which 21 led to the… …challenges at predominately white institutions, in-depth interviews are best suited for my… 

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APA (6th Edition):

Graham, C. (2015). Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439294513

Chicago Manual of Style (16th Edition):

Graham, Ciera. “Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439294513.

MLA Handbook (7th Edition):

Graham, Ciera. “Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?.” 2015. Web. 17 Sep 2019.

Vancouver:

Graham C. Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439294513.

Council of Science Editors:

Graham C. Black Spaces at White Institutions: How do Black Students Perceive and Utilize Black Student Organizations at Rural and Urban Predominately White Campuses?. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439294513

12. 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

  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 (6th 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 (16th 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 (7th 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


George Mason University

13. Reiter, Abigail. Racialized Microaggressions, Internalized and Intersecting Oppressions, and Identity Negotiations Among Student of Color at a Predominately White University in the US Southeast .

Degree: 2016, George Mason University

 Race, as Delgado and Stefancic (2001) stress, is a structuring agent that greatly affects the experiences and even the well-being of individuals in US society.… (more)

Subjects/Keywords: Sociology; Social psychology; internalized oppression; intersectionality; microaggressions; predominately white institution; racism; student of color

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APA (6th Edition):

Reiter, A. (2016). Racialized Microaggressions, Internalized and Intersecting Oppressions, and Identity Negotiations Among Student of Color at a Predominately White University in the US Southeast . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10550

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

Chicago Manual of Style (16th Edition):

Reiter, Abigail. “Racialized Microaggressions, Internalized and Intersecting Oppressions, and Identity Negotiations Among Student of Color at a Predominately White University in the US Southeast .” 2016. Thesis, George Mason University. Accessed September 17, 2019. http://hdl.handle.net/1920/10550.

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

MLA Handbook (7th Edition):

Reiter, Abigail. “Racialized Microaggressions, Internalized and Intersecting Oppressions, and Identity Negotiations Among Student of Color at a Predominately White University in the US Southeast .” 2016. Web. 17 Sep 2019.

Vancouver:

Reiter A. Racialized Microaggressions, Internalized and Intersecting Oppressions, and Identity Negotiations Among Student of Color at a Predominately White University in the US Southeast . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1920/10550.

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

Council of Science Editors:

Reiter A. Racialized Microaggressions, Internalized and Intersecting Oppressions, and Identity Negotiations Among Student of Color at a Predominately White University in the US Southeast . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10550

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


University of Arizona

14. González, Adrianna. Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions .

Degree: 2016, University of Arizona

 The alarming numbers of Latino/a students graduating from four year institutions continues to be low and while access has improved there still lies an issue… (more)

Subjects/Keywords: Latina/o; Navigating; Predominately White Institution; Student Experiences; Whiteness; Mexican American Studies; Higher Education

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APA (6th Edition):

González, A. (2016). Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/621418

Chicago Manual of Style (16th Edition):

González, Adrianna. “Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions .” 2016. Masters Thesis, University of Arizona. Accessed September 17, 2019. http://hdl.handle.net/10150/621418.

MLA Handbook (7th Edition):

González, Adrianna. “Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions .” 2016. Web. 17 Sep 2019.

Vancouver:

González A. Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10150/621418.

Council of Science Editors:

González A. Navigating Educational Spaces of Whiteness: Latina/o Student Experiences at Predominately White Institutions . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621418


California State University – Sacramento

15. 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

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 (6th 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 (16th 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 (7th 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


University of Alabama

16. Moore, Rosalind Lenika. Black women undergraduates: challenging history to reframe its context in a PWI.

Degree: 2016, University of Alabama

 This qualitative study explores the experiences of women at South University, a southeastern predominately white institution, as they grappled with the complex intersection of their… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education; Social research; black women; experiences; intersectionality; predominately white institution; qualitative; southeast

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APA (6th Edition):

Moore, R. L. (2016). Black women undergraduates: challenging history to reframe its context in a PWI. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/163890

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

Chicago Manual of Style (16th Edition):

Moore, Rosalind Lenika. “Black women undergraduates: challenging history to reframe its context in a PWI.” 2016. Thesis, University of Alabama. Accessed September 17, 2019. http://purl.lib.ua.edu/163890.

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

MLA Handbook (7th Edition):

Moore, Rosalind Lenika. “Black women undergraduates: challenging history to reframe its context in a PWI.” 2016. Web. 17 Sep 2019.

Vancouver:

Moore RL. Black women undergraduates: challenging history to reframe its context in a PWI. [Internet] [Thesis]. University of Alabama; 2016. [cited 2019 Sep 17]. Available from: http://purl.lib.ua.edu/163890.

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

Council of Science Editors:

Moore RL. Black women undergraduates: challenging history to reframe its context in a PWI. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/163890

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


University of Southern California

17. Turner, Michèle Gillenwater. Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis.

Degree: EdD, Global Executive, 2014, University of Southern California

 Resoundingly, the common spirals downward of Black enrollment and completion trends at highly selective institutions are symptoms of obsolete philosophies regarding diversity that have disadvantaged… (more)

Subjects/Keywords: diversity policy; higher education; predominately White institutions; cultural diversity; ethnic diversity; race; equity; access; inclusion; affirmative action; critical race theory; race realists; cultural stakeholders; institutional leadership; alumni leadership; diversity policy leadership; African American alumni leadership; Black alumni leadership; multicultural diversity policy; African American completion rates in higher education; Black enrollment trends in higher education; African American diversity; global diversity issues; global multicultural diversity; private university environments; highly selective institutions; middle income African Americans; middle income Black students; diversity policy plan frameworks; diversity policy improvement; cultural perspectives; organizational cultural settings; organizational cultural models; African American generational progress; diversity policy transformation; African American cultural models; African American cultural perspectives

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APA (6th Edition):

Turner, M. G. (2014). Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515

Chicago Manual of Style (16th Edition):

Turner, Michèle Gillenwater. “Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515.

MLA Handbook (7th Edition):

Turner, Michèle Gillenwater. “Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis.” 2014. Web. 17 Sep 2019.

Vancouver:

Turner MG. Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515.

Council of Science Editors:

Turner MG. Institutional diversity policy improvement through the lens of Black alumni stakeholder leadership: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/477674/rec/3515

18. Howard, Janette. HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY.

Degree: PhD, Curriculum and Instruction, 2014, Southern Illinois University

  AN ABSTRACT OF THE DISSERTATION OF Janette Howard, for the degree Doctor of Philosophy in CURRICULUM AND INSTRUCTION, presented on APRIL 9, 2014 at… (more)

Subjects/Keywords: Black Students; College; intergration; Predominately White; Racial Identity; Retention

…identity impact AACSs ability to assimilate on a predominately white college campus, with a high… …x29; to assimilate into Predominantly White Institutions (PWIs) and how this can… …72 vi White Peers Perceptions… …73 Implications for White Society… …being accepted by white society as viable citizens and being seen beyond stereotypical norms… 

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APA (6th Edition):

Howard, J. (2014). HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY. (Doctoral Dissertation). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/dissertations/822

Chicago Manual of Style (16th Edition):

Howard, Janette. “HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY.” 2014. Doctoral Dissertation, Southern Illinois University. Accessed September 17, 2019. http://opensiuc.lib.siu.edu/dissertations/822.

MLA Handbook (7th Edition):

Howard, Janette. “HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY.” 2014. Web. 17 Sep 2019.

Vancouver:

Howard J. HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY. [Internet] [Doctoral dissertation]. Southern Illinois University; 2014. [cited 2019 Sep 17]. Available from: http://opensiuc.lib.siu.edu/dissertations/822.

Council of Science Editors:

Howard J. HOW DOES RACIAL IDENTITY EFFECT AFRICAN AMERICAN COLLEGE STUDENTS ABILITY TO ASSIMILATE IN A PREDOMINANTLY WHITE COLLEGE CAMPUSES AND ITS IMPACT ON RETENTION: A MIXED METHOD STUDY. [Doctoral Dissertation]. Southern Illinois University; 2014. Available from: http://opensiuc.lib.siu.edu/dissertations/822


Louisiana State University

19. 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

 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 (6th 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 (16th 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 (7th 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


The Ohio State University

20. Thomas, Erin N. Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students.

Degree: MA, ED Policy and Leadership, 2009, The Ohio State University

  There is a significant lack of current research concerning marketing as a function of minority recruitment. As the applicant pool for colleges and universities… (more)

Subjects/Keywords: Communication; Education; Marketing; minority recruitment; marketing; recruitment literature; predominantly White institutions

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APA (6th Edition):

Thomas, E. N. (2009). Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1243702922

Chicago Manual of Style (16th Edition):

Thomas, Erin N. “Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students.” 2009. Masters Thesis, The Ohio State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243702922.

MLA Handbook (7th Edition):

Thomas, Erin N. “Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students.” 2009. Web. 17 Sep 2019.

Vancouver:

Thomas EN. Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243702922.

Council of Science Editors:

Thomas EN. Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243702922


University of Delaware

21. Calderón, Christy Ann. Understanding Latino students' challenges and supports at the University of Delaware .

Degree: 2018, University of Delaware

 In 2011, the University of Delaware underwent an evaluation by the Middle States Commission on Higher Education. The evaluation raised concerns about the university’s lack… (more)

Subjects/Keywords: Education; Challenges; Latina; Latino; Latinos; Predominantly white institutions; Supports

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APA (6th Edition):

Calderón, C. A. (2018). Understanding Latino students' challenges and supports at the University of Delaware . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23915

Chicago Manual of Style (16th Edition):

Calderón, Christy Ann. “Understanding Latino students' challenges and supports at the University of Delaware .” 2018. Doctoral Dissertation, University of Delaware. Accessed September 17, 2019. http://udspace.udel.edu/handle/19716/23915.

MLA Handbook (7th Edition):

Calderón, Christy Ann. “Understanding Latino students' challenges and supports at the University of Delaware .” 2018. Web. 17 Sep 2019.

Vancouver:

Calderón CA. Understanding Latino students' challenges and supports at the University of Delaware . [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2019 Sep 17]. Available from: http://udspace.udel.edu/handle/19716/23915.

Council of Science Editors:

Calderón CA. Understanding Latino students' challenges and supports at the University of Delaware . [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/23915


University of Oklahoma

22. Johnson, Stevie "Dr. View". CURRICULUM OF THE MIND: A BLACKCRIT, NARRATIVE INQUIRY, HIP-HOP ALBUM ON ANTI-BLACKNESS & FREEDOM FOR BLACK MALE COLLEGIANS AT HISTORICALLY WHITE INSTITUTIONS.

Degree: PhD, 2019, University of Oklahoma

 Curriculum of the Mind is a Hip-Hop album that explores how Black male collegians at historically white institutions (HWIs) theorize and disrupt anti-Blackness in an… (more)

Subjects/Keywords: Hip-Hop; Anti-Blackness; Freedom; Black male collegians; Historically White Institutions

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APA (6th Edition):

Johnson, S. ". V. (2019). CURRICULUM OF THE MIND: A BLACKCRIT, NARRATIVE INQUIRY, HIP-HOP ALBUM ON ANTI-BLACKNESS & FREEDOM FOR BLACK MALE COLLEGIANS AT HISTORICALLY WHITE INSTITUTIONS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319608

Chicago Manual of Style (16th Edition):

Johnson, Stevie "Dr View". “CURRICULUM OF THE MIND: A BLACKCRIT, NARRATIVE INQUIRY, HIP-HOP ALBUM ON ANTI-BLACKNESS & FREEDOM FOR BLACK MALE COLLEGIANS AT HISTORICALLY WHITE INSTITUTIONS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed September 17, 2019. http://hdl.handle.net/11244/319608.

MLA Handbook (7th Edition):

Johnson, Stevie "Dr View". “CURRICULUM OF THE MIND: A BLACKCRIT, NARRATIVE INQUIRY, HIP-HOP ALBUM ON ANTI-BLACKNESS & FREEDOM FOR BLACK MALE COLLEGIANS AT HISTORICALLY WHITE INSTITUTIONS.” 2019. Web. 17 Sep 2019.

Vancouver:

Johnson S"V. CURRICULUM OF THE MIND: A BLACKCRIT, NARRATIVE INQUIRY, HIP-HOP ALBUM ON ANTI-BLACKNESS & FREEDOM FOR BLACK MALE COLLEGIANS AT HISTORICALLY WHITE INSTITUTIONS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11244/319608.

Council of Science Editors:

Johnson S"V. CURRICULUM OF THE MIND: A BLACKCRIT, NARRATIVE INQUIRY, HIP-HOP ALBUM ON ANTI-BLACKNESS & FREEDOM FOR BLACK MALE COLLEGIANS AT HISTORICALLY WHITE INSTITUTIONS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319608


Northeastern University

23. Arias-Cirinna, Claudia. Stories of successful Latina college students at a predominantly white institution.

Degree: EdD, School of Education, 2018, Northeastern University

 The number of Latina college students enrolled in colleges and universities in the United States is at the highest level on record. As these students… (more)

Subjects/Keywords: higher education; Latina college students; persistence; predominantly white institutions; success

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APA (6th Edition):

Arias-Cirinna, C. (2018). Stories of successful Latina college students at a predominantly white institution. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289561

Chicago Manual of Style (16th Edition):

Arias-Cirinna, Claudia. “Stories of successful Latina college students at a predominantly white institution.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 17, 2019. http://hdl.handle.net/2047/D20289561.

MLA Handbook (7th Edition):

Arias-Cirinna, Claudia. “Stories of successful Latina college students at a predominantly white institution.” 2018. Web. 17 Sep 2019.

Vancouver:

Arias-Cirinna C. Stories of successful Latina college students at a predominantly white institution. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2047/D20289561.

Council of Science Editors:

Arias-Cirinna C. Stories of successful Latina college students at a predominantly white institution. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289561


University of Miami

24. Walters, Sabrina Denise. African American Male College Students Navigate to Achieve: The Relationship Among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2017, University of Miami

  African American males face daunting obstacles as they pursue higher education as research has shown. This study sought to better understand the impact of… (more)

Subjects/Keywords: Afircan American; Males; Predominantly White Institutions; Coping; Academic Achievement

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APA (6th Edition):

Walters, S. D. (2017). African American Male College Students Navigate to Achieve: The Relationship Among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1926

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

Chicago Manual of Style (16th Edition):

Walters, Sabrina Denise. “African American Male College Students Navigate to Achieve: The Relationship Among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions.” 2017. Thesis, University of Miami. Accessed September 17, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1926.

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

MLA Handbook (7th Edition):

Walters, Sabrina Denise. “African American Male College Students Navigate to Achieve: The Relationship Among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions.” 2017. Web. 17 Sep 2019.

Vancouver:

Walters SD. African American Male College Students Navigate to Achieve: The Relationship Among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions. [Internet] [Thesis]. University of Miami; 2017. [cited 2019 Sep 17]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1926.

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

Council of Science Editors:

Walters SD. African American Male College Students Navigate to Achieve: The Relationship Among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions. [Thesis]. University of Miami; 2017. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1926

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


The Ohio State University

25. Prasad , Allison S. Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

 Student populations at institutions of higher education across the United States are becoming increasingly diverse with more women, students of color, and students from low-income… (more)

Subjects/Keywords: Education; Higher Education; African Americans; First-Generation; African American; Predominately White Institution; Academic Experiences; Social Experiences; Academic Sense of Belonging; Social Sense of Belonging; Critical Race Theory; Counter-Storytelling and Narratives; and Critical Race Methodology

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APA (6th Edition):

Prasad , A. S. (2014). Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313

Chicago Manual of Style (16th Edition):

Prasad , Allison S. “Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution.” 2014. Doctoral Dissertation, The Ohio State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313.

MLA Handbook (7th Edition):

Prasad , Allison S. “Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution.” 2014. Web. 17 Sep 2019.

Vancouver:

Prasad AS. Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313.

Council of Science Editors:

Prasad AS. Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313


University of Illinois – Urbana-Champaign

26. Nesbitt, LaTasha. We too have a history: African American student experiences at Eastern Illinois University 1967-1982.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 Eastern Illinois University, located in Charleston, Illinois is one of the original higher education institutions in Southern Illinois. Beginning as a normal school to train… (more)

Subjects/Keywords: Blacks at Predominantly White Institutions; African Americans at Traditionally White Institutions; Oral history; Civil Rights; Activism on Campus; Eastern Illinois University; Affirmative Action; Student Leadership

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

APA (6th Edition):

Nesbitt, L. (2014). We too have a history: African American student experiences at Eastern Illinois University 1967-1982. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50371

Chicago Manual of Style (16th Edition):

Nesbitt, LaTasha. “We too have a history: African American student experiences at Eastern Illinois University 1967-1982.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 17, 2019. http://hdl.handle.net/2142/50371.

MLA Handbook (7th Edition):

Nesbitt, LaTasha. “We too have a history: African American student experiences at Eastern Illinois University 1967-1982.” 2014. Web. 17 Sep 2019.

Vancouver:

Nesbitt L. We too have a history: African American student experiences at Eastern Illinois University 1967-1982. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2142/50371.

Council of Science Editors:

Nesbitt L. We too have a history: African American student experiences at Eastern Illinois University 1967-1982. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50371


Georgia State University

27. SHOUMAN, MAMDOUH. Deserts In The City: White Land And Regime Survival In The Gulf.

Degree: PhD, Political Science, 2017, Georgia State University

  The problem of ‘White Land’ (undeveloped urban land that is temporarily withheld from the market to increase land prices) emerged in Saudi Arabia as… (more)

Subjects/Keywords: Authoritarian Survival; White Land; Elite Co-optation; Monarchical Institutions; Rentierism; Middle East

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APA (6th Edition):

SHOUMAN, M. (2017). Deserts In The City: White Land And Regime Survival In The Gulf. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/political_science_diss/46

Chicago Manual of Style (16th Edition):

SHOUMAN, MAMDOUH. “Deserts In The City: White Land And Regime Survival In The Gulf.” 2017. Doctoral Dissertation, Georgia State University. Accessed September 17, 2019. https://scholarworks.gsu.edu/political_science_diss/46.

MLA Handbook (7th Edition):

SHOUMAN, MAMDOUH. “Deserts In The City: White Land And Regime Survival In The Gulf.” 2017. Web. 17 Sep 2019.

Vancouver:

SHOUMAN M. Deserts In The City: White Land And Regime Survival In The Gulf. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Sep 17]. Available from: https://scholarworks.gsu.edu/political_science_diss/46.

Council of Science Editors:

SHOUMAN M. Deserts In The City: White Land And Regime Survival In The Gulf. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/political_science_diss/46


Kent State University

28. Townsend-Green, Felicia M. Perceptions Of African American College Students Relative To The Helpful Behaviors Of Peer Mentors Who Assisted Them During Freshman Year College Adjustment In A Predominantly White Institution.

Degree: PhD, College of Education, Health, and Human Services / Department of Adult, Counseling, Health and Vocational Education, 2009, Kent State University

  This research study was designed to address the research question: “What are the perceptions of African American college students relative to the helpful behaviors… (more)

Subjects/Keywords: African Americans; Education; African American Freshmen; Peer Mentors; College Adjustment at Predominatly White Institutions

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APA (6th Edition):

Townsend-Green, F. M. (2009). Perceptions Of African American College Students Relative To The Helpful Behaviors Of Peer Mentors Who Assisted Them During Freshman Year College Adjustment In A Predominantly White Institution. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1239676472

Chicago Manual of Style (16th Edition):

Townsend-Green, Felicia M. “Perceptions Of African American College Students Relative To The Helpful Behaviors Of Peer Mentors Who Assisted Them During Freshman Year College Adjustment In A Predominantly White Institution.” 2009. Doctoral Dissertation, Kent State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239676472.

MLA Handbook (7th Edition):

Townsend-Green, Felicia M. “Perceptions Of African American College Students Relative To The Helpful Behaviors Of Peer Mentors Who Assisted Them During Freshman Year College Adjustment In A Predominantly White Institution.” 2009. Web. 17 Sep 2019.

Vancouver:

Townsend-Green FM. Perceptions Of African American College Students Relative To The Helpful Behaviors Of Peer Mentors Who Assisted Them During Freshman Year College Adjustment In A Predominantly White Institution. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1239676472.

Council of Science Editors:

Townsend-Green FM. Perceptions Of African American College Students Relative To The Helpful Behaviors Of Peer Mentors Who Assisted Them During Freshman Year College Adjustment In A Predominantly White Institution. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1239676472


University of Cincinnati

29. Watkins, Portia L. Black Women Faculty: Portraits of Othermothering.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2018, University of Cincinnati

 This dissertation is a qualitative portraiture study that explores othermothering with Black women faculty who are employed at predominantly white institutions. This study also examines… (more)

Subjects/Keywords: Higher Education; othermothering; Black women faculty; reappointment, promotion, and tenure; predominantly white institutions; portraiture

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

APA (6th Edition):

Watkins, P. L. (2018). Black Women Faculty: Portraits of Othermothering. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088

Chicago Manual of Style (16th Edition):

Watkins, Portia L. “Black Women Faculty: Portraits of Othermothering.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088.

MLA Handbook (7th Edition):

Watkins, Portia L. “Black Women Faculty: Portraits of Othermothering.” 2018. Web. 17 Sep 2019.

Vancouver:

Watkins PL. Black Women Faculty: Portraits of Othermothering. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088.

Council of Science Editors:

Watkins PL. Black Women Faculty: Portraits of Othermothering. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535634706111088


University of Miami

30. Mentor, Liana C. A Case Study: Programs for Black Males at Predominantly White Institutions.

Degree: PhD, Educational and Psychological Studies (Education), 2019, University of Miami

 Despite prevailing evidence of black males under performing in comparison to their peers, there are programs that illuminate potential pathways PWIs have utilized to support… (more)

Subjects/Keywords: Black/African American males; academic achievement; well-being; student support programs; predominantly white institutions

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

APA (6th Edition):

Mentor, L. C. (2019). A Case Study: Programs for Black Males at Predominantly White Institutions. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2361

Chicago Manual of Style (16th Edition):

Mentor, Liana C. “A Case Study: Programs for Black Males at Predominantly White Institutions.” 2019. Doctoral Dissertation, University of Miami. Accessed September 17, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2361.

MLA Handbook (7th Edition):

Mentor, Liana C. “A Case Study: Programs for Black Males at Predominantly White Institutions.” 2019. Web. 17 Sep 2019.

Vancouver:

Mentor LC. A Case Study: Programs for Black Males at Predominantly White Institutions. [Internet] [Doctoral dissertation]. University of Miami; 2019. [cited 2019 Sep 17]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2361.

Council of Science Editors:

Mentor LC. A Case Study: Programs for Black Males at Predominantly White Institutions. [Doctoral Dissertation]. University of Miami; 2019. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2361

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