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You searched for subject:(Predominately White institutions). Showing records 1 – 9 of 9 total matches.

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Indiana University

1. 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 October 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 Oct 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 Oct 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

2. 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… …students typically do better at primarily White institutions if they do have Black faculty they… …insight into the ways 7 that White Supremacy and racism have shaped the institutional paradigm… 

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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 October 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 Oct 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 Oct 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 Cincinnati

3. 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 October 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 Oct 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 Oct 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

4. 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 October 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 Oct 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 Oct 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

5. 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 October 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 Oct 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 Oct 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

6. 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 October 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 Oct 2019.

Vancouver:

Johnson CO. Negotiating black male identity while navigating predominately white institutions. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Oct 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

7. 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 October 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 Oct 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 Oct 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


University of Southern California

8. 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 October 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 Oct 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 Oct 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


University of Illinois – Urbana-Champaign

9. 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 October 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 Oct 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 Oct 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

.