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You searched for subject:(Racism in education). Showing records 1 – 30 of 148 total matches.

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University of Missouri – Columbia

1. Hawkman, Andrea M. Swimming through whiteness : exploring non-racism and antiracism in social studies teacher education.

Degree: 2017, University of Missouri – Columbia

 This dissertation sought to uncover the racial knowledge, racial standpoint, and racial pedagogical decision making of secondary social studies teacher education students. Grounded in critical… (more)

Subjects/Keywords: Social sciences  – Study and teaching; Anti-racism; Racism in education

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

APA (6th Edition):

Hawkman, A. M. (2017). Swimming through whiteness : exploring non-racism and antiracism in social studies teacher education. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61930

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):

Hawkman, Andrea M. “Swimming through whiteness : exploring non-racism and antiracism in social studies teacher education.” 2017. Thesis, University of Missouri – Columbia. Accessed April 11, 2021. http://hdl.handle.net/10355/61930.

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

MLA Handbook (7th Edition):

Hawkman, Andrea M. “Swimming through whiteness : exploring non-racism and antiracism in social studies teacher education.” 2017. Web. 11 Apr 2021.

Vancouver:

Hawkman AM. Swimming through whiteness : exploring non-racism and antiracism in social studies teacher education. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10355/61930.

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

Council of Science Editors:

Hawkman AM. Swimming through whiteness : exploring non-racism and antiracism in social studies teacher education. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61930

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


University of North Carolina – Greensboro

2. Voigt, Julie. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.

Degree: 2017, University of North Carolina – Greensboro

 The central purpose of this research is to make whiteness visible, to help white students’ overcome resistance to and denial of racism, white privilege, and… (more)

Subjects/Keywords: Privilege (Social psychology); Discrimination in education; Racism in education; Critical pedagogy

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APA (6th Edition):

Voigt, J. (2017). Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623

Chicago Manual of Style (16th Edition):

Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 11, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623.

MLA Handbook (7th Edition):

Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Web. 11 Apr 2021.

Vancouver:

Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623.

Council of Science Editors:

Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623

3. NC DOCKS at The University of North Carolina at Greensboro; Voigt, Julie. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.

Degree: 2017, NC Docks

 The central purpose of this research is to make whiteness visible, to help white students’ overcome resistance to and denial of racism, white privilege, and… (more)

Subjects/Keywords: Privilege (Social psychology); Discrimination in education; Racism in education; Critical pedagogy

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Voigt, J. (2017). Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Web. 11 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Internet] [Thesis]. NC Docks; 2017. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/uncg/f/Voigt_uncg_0154D_12377.pdf

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

4. Kamanga, Elina. Lived experiences of hidden racism of students of colour at an historically White University.

Degree: MA, Psychology, 2019, Stellenbosch University

ENGLISH ABSTRACT: Hidden racism denotes the racialised interactions performed by White people towards people of colour (POC). It defines an unconsciously natural stance most White… (more)

Subjects/Keywords: Psychoanalysis and racism; Racial  – Microaggressions; Historically White Institutions; Critical Race Theory; Racism  – Coping skills; Racism in higher education; UCTD

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

APA (6th Edition):

Kamanga, E. (2019). Lived experiences of hidden racism of students of colour at an historically White University. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/106152

Chicago Manual of Style (16th Edition):

Kamanga, Elina. “Lived experiences of hidden racism of students of colour at an historically White University.” 2019. Masters Thesis, Stellenbosch University. Accessed April 11, 2021. http://hdl.handle.net/10019.1/106152.

MLA Handbook (7th Edition):

Kamanga, Elina. “Lived experiences of hidden racism of students of colour at an historically White University.” 2019. Web. 11 Apr 2021.

Vancouver:

Kamanga E. Lived experiences of hidden racism of students of colour at an historically White University. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10019.1/106152.

Council of Science Editors:

Kamanga E. Lived experiences of hidden racism of students of colour at an historically White University. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/106152


Florida Atlantic University

5. King, Tameka L. Resegregation: the impact on education.

Degree: 2014, Florida Atlantic University

Summary: This qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals… (more)

Subjects/Keywords: Children of minorities  – Education.; Segregation in education  – Government policy.; Racism in education.

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APA (6th Edition):

King, T. L. (2014). Resegregation: the impact on education. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004129

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):

King, Tameka L. “Resegregation: the impact on education.” 2014. Thesis, Florida Atlantic University. Accessed April 11, 2021. http://purl.flvc.org/fau/fd/FA00004129.

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

MLA Handbook (7th Edition):

King, Tameka L. “Resegregation: the impact on education.” 2014. Web. 11 Apr 2021.

Vancouver:

King TL. Resegregation: the impact on education. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2021 Apr 11]. Available from: http://purl.flvc.org/fau/fd/FA00004129.

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

Council of Science Editors:

King TL. Resegregation: the impact on education. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004129

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


University of Missouri – Columbia

6. Copeland, Alison, 1965-. Students flexing their persistence muscle : race critical incidents in higher education.

Degree: 2016, University of Missouri – Columbia

 Black undergraduates have the lowest persistence and lowest college graduation rates compared to other racial and ethnic groups at colleges and universities (Fleming, 2012). Using… (more)

Subjects/Keywords: College students, Black; Persistence; Racism in higher education; College environment

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APA (6th Edition):

Copeland, Alison, 1. (2016). Students flexing their persistence muscle : race critical incidents in higher education. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/59825

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):

Copeland, Alison, 1965-. “Students flexing their persistence muscle : race critical incidents in higher education.” 2016. Thesis, University of Missouri – Columbia. Accessed April 11, 2021. https://doi.org/10.32469/10355/59825.

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

MLA Handbook (7th Edition):

Copeland, Alison, 1965-. “Students flexing their persistence muscle : race critical incidents in higher education.” 2016. Web. 11 Apr 2021.

Vancouver:

Copeland, Alison 1. Students flexing their persistence muscle : race critical incidents in higher education. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Apr 11]. Available from: https://doi.org/10.32469/10355/59825.

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

Council of Science Editors:

Copeland, Alison 1. Students flexing their persistence muscle : race critical incidents in higher education. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/59825

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

7. Gagliardi, Jeffrey Aaron. Reducing implicit racial bias in preservice teachers by facilitating impact awareness.

Degree: 2014, NC Docks

 Implicit racial bias has a measurable impact on the judgments and evaluations of Black individuals by Whites, as well as communication between these two groups.… (more)

Subjects/Keywords: Student teachers  – Attitudes; Racism in education  – United States  – Prevention

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

APA (6th Edition):

Gagliardi, J. A. (2014). Reducing implicit racial bias in preservice teachers by facilitating impact awareness. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Gagliardi2014.pdf

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):

Gagliardi, Jeffrey Aaron. “Reducing implicit racial bias in preservice teachers by facilitating impact awareness.” 2014. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/wcu/f/Gagliardi2014.pdf.

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

MLA Handbook (7th Edition):

Gagliardi, Jeffrey Aaron. “Reducing implicit racial bias in preservice teachers by facilitating impact awareness.” 2014. Web. 11 Apr 2021.

Vancouver:

Gagliardi JA. Reducing implicit racial bias in preservice teachers by facilitating impact awareness. [Internet] [Thesis]. NC Docks; 2014. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/wcu/f/Gagliardi2014.pdf.

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

Council of Science Editors:

Gagliardi JA. Reducing implicit racial bias in preservice teachers by facilitating impact awareness. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/wcu/f/Gagliardi2014.pdf

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


University of Missouri – Kansas City

8. Fowler, Shaunda. Breaking the Silence: A Qualitative Critical Autoethnography of a Principal's Lived Experience with Having Courageous Conversations about Race.

Degree: PhD, 2016, University of Missouri – Kansas City

 This qualitative critical autoethnography represents a highly personalized account of the intricacies and reflections of a Black female educational leader engaging in courageous conversations about… (more)

Subjects/Keywords: Ethnology; Autobiography; Racism  – Personal narratives; Racism in education  – Personal narratives; Dissertation  – University of Missouri – Kansas City  – Education

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

APA (6th Edition):

Fowler, S. (2016). Breaking the Silence: A Qualitative Critical Autoethnography of a Principal's Lived Experience with Having Courageous Conversations about Race. (Doctoral Dissertation). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/59258

Chicago Manual of Style (16th Edition):

Fowler, Shaunda. “Breaking the Silence: A Qualitative Critical Autoethnography of a Principal's Lived Experience with Having Courageous Conversations about Race.” 2016. Doctoral Dissertation, University of Missouri – Kansas City. Accessed April 11, 2021. http://hdl.handle.net/10355/59258.

MLA Handbook (7th Edition):

Fowler, Shaunda. “Breaking the Silence: A Qualitative Critical Autoethnography of a Principal's Lived Experience with Having Courageous Conversations about Race.” 2016. Web. 11 Apr 2021.

Vancouver:

Fowler S. Breaking the Silence: A Qualitative Critical Autoethnography of a Principal's Lived Experience with Having Courageous Conversations about Race. [Internet] [Doctoral dissertation]. University of Missouri – Kansas City; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10355/59258.

Council of Science Editors:

Fowler S. Breaking the Silence: A Qualitative Critical Autoethnography of a Principal's Lived Experience with Having Courageous Conversations about Race. [Doctoral Dissertation]. University of Missouri – Kansas City; 2016. Available from: http://hdl.handle.net/10355/59258


University of North Carolina – Greensboro

9. Royster, Albert L. Jr. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.

Degree: 2017, University of North Carolina – Greensboro

 The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated—or… (more)

Subjects/Keywords: African Americans – Education; African American students; Discrimination in education; Segregation in education; Racism in education; School integration

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APA (6th Edition):

Royster, A. L. J. (2017). The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959

Chicago Manual of Style (16th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 11, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

MLA Handbook (7th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Web. 11 Apr 2021.

Vancouver:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

Council of Science Editors:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959

10. NC DOCKS at The University of North Carolina at Greensboro; Royster, Albert L. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.

Degree: 2017, NC Docks

 The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated—or… (more)

Subjects/Keywords: African Americans $x Education; African American students; Discrimination in education; Segregation in education; Racism in education; School integration

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

APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Royster, A. L. (2017). The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Royster, Albert L. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Royster, Albert L. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Web. 11 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Royster AL. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Internet] [Thesis]. NC Docks; 2017. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Royster AL. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/uncg/f/RoysterJr_uncg_0154D_12159.pdf

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


University of Johannesburg

11. Marais, Ingrid E. Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools.

Degree: 2010, University of Johannesburg

M.A.

In the fourteen years since democracy, there have been many legislative changes in South Africa, especially in the educational sector. Although policies have changed… (more)

Subjects/Keywords: Educational anthropology; Educational change; Multicultural education; Racism in education; Education and state; Elementary schools

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

APA (6th Edition):

Marais, I. E. (2010). Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3235

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):

Marais, Ingrid E. “Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools.” 2010. Thesis, University of Johannesburg. Accessed April 11, 2021. http://hdl.handle.net/10210/3235.

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

MLA Handbook (7th Edition):

Marais, Ingrid E. “Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools.” 2010. Web. 11 Apr 2021.

Vancouver:

Marais IE. Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10210/3235.

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

Council of Science Editors:

Marais IE. Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3235

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


University of Johannesburg

12. Richard, Vanita Secslawati. Addressing bias and racism in South African schools.

Degree: 2012, University of Johannesburg

D.Ed.

In view of the problem statement the main aim of this research is: To address the structural and personal changes that may be necessary… (more)

Subjects/Keywords: Racism - South Africa; Discrimination in education - South Africa; Multicultural education - South Africa

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APA (6th Edition):

Richard, V. S. (2012). Addressing bias and racism in South African schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7395

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):

Richard, Vanita Secslawati. “Addressing bias and racism in South African schools.” 2012. Thesis, University of Johannesburg. Accessed April 11, 2021. http://hdl.handle.net/10210/7395.

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

MLA Handbook (7th Edition):

Richard, Vanita Secslawati. “Addressing bias and racism in South African schools.” 2012. Web. 11 Apr 2021.

Vancouver:

Richard VS. Addressing bias and racism in South African schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10210/7395.

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

Council of Science Editors:

Richard VS. Addressing bias and racism in South African schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7395

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


Columbia University

13. Fox-Williams, Brittany Nicole. Trust Matters: Race, Relationships, and Achievement in New York City Public Schools.

Degree: 2020, Columbia University

 Racial inequality in education remains an enduring facet of American society. Scholars often point to disparate home, neighborhood, and school environments as the primary drivers… (more)

Subjects/Keywords: Sociology; Education; Racism in education; Trust; Public schools; Teacher-student relationships; High schools

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APA (6th Edition):

Fox-Williams, B. N. (2020). Trust Matters: Race, Relationships, and Achievement in New York City Public Schools. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-29eq-9479

Chicago Manual of Style (16th Edition):

Fox-Williams, Brittany Nicole. “Trust Matters: Race, Relationships, and Achievement in New York City Public Schools.” 2020. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/d8-29eq-9479.

MLA Handbook (7th Edition):

Fox-Williams, Brittany Nicole. “Trust Matters: Race, Relationships, and Achievement in New York City Public Schools.” 2020. Web. 11 Apr 2021.

Vancouver:

Fox-Williams BN. Trust Matters: Race, Relationships, and Achievement in New York City Public Schools. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/d8-29eq-9479.

Council of Science Editors:

Fox-Williams BN. Trust Matters: Race, Relationships, and Achievement in New York City Public Schools. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-29eq-9479


University of Missouri – Columbia

14. Johnson, Eric L. (Eric Lamont). Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.

Degree: 2016, University of Missouri – Columbia

 Horace Mann has been recognized as describing education as "the great equalizer." Further examining that statement would unveil American society's admission that there are in… (more)

Subjects/Keywords: African American men  – Education; African American high school students; Successful people; Racism in education

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APA (6th Edition):

Johnson, E. L. (. L. (2016). Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/59839

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):

Johnson, Eric L (Eric Lamont). “Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.” 2016. Thesis, University of Missouri – Columbia. Accessed April 11, 2021. https://doi.org/10.32469/10355/59839.

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

MLA Handbook (7th Edition):

Johnson, Eric L (Eric Lamont). “Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.” 2016. Web. 11 Apr 2021.

Vancouver:

Johnson EL(L. Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Apr 11]. Available from: https://doi.org/10.32469/10355/59839.

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

Council of Science Editors:

Johnson EL(L. Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/59839

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

15. Underwood, Janice Bell. A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science.

Degree: PhD, Teaching and Learning, 2015, Old Dominion University

  Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students… (more)

Subjects/Keywords: African American students; Culturally relevant pedagogy; Racism in education; Science teacher educators; Scientific racism; Bilingual, Multilingual, and Multicultural Education; Science and Mathematics Education; Teacher Education and Professional Development

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

APA (6th Edition):

Underwood, J. B. (2015). A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33

Chicago Manual of Style (16th Edition):

Underwood, Janice Bell. “A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science.” 2015. Doctoral Dissertation, Old Dominion University. Accessed April 11, 2021. 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33.

MLA Handbook (7th Edition):

Underwood, Janice Bell. “A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science.” 2015. Web. 11 Apr 2021.

Vancouver:

Underwood JB. A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2021 Apr 11]. Available from: 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33.

Council of Science Editors:

Underwood JB. A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33


Nelson Mandela Metropolitan University

16. Toni, Mademoiselle Noluthando. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.

Degree: DEd, Faculty of Education, 2009, Nelson Mandela Metropolitan University

 This thesis examined the manifestations of the various forms of racism in a South African institution of higher learning, the Nelson Mandela Metropolitan University (NMMU).… (more)

Subjects/Keywords: Racism in higher education  – South Africa  – Port Elizabeth; Educational change  – South Africa  – Port Elizabeth

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APA (6th Edition):

Toni, M. N. (2009). Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/876

Chicago Manual of Style (16th Edition):

Toni, Mademoiselle Noluthando. “Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.” 2009. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed April 11, 2021. http://hdl.handle.net/10948/876.

MLA Handbook (7th Edition):

Toni, Mademoiselle Noluthando. “Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.” 2009. Web. 11 Apr 2021.

Vancouver:

Toni MN. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2009. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10948/876.

Council of Science Editors:

Toni MN. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/876


Nelson Mandela Metropolitan University

17. Van der Westhuizen, Amanda. Subtle racism amongst undergraduate learners after a decade of democracy.

Degree: MA, Faculty of Health Sciences, 2007, Nelson Mandela Metropolitan University

 The concept of “race” has been the organising feature of South African society for more than three centuries. More recent social changes in the United… (more)

Subjects/Keywords: Racism in higher education  – South Africa  – Nelson Mandela Bay; Intergroup relations; Social interaction

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APA (6th Edition):

Van der Westhuizen, A. (2007). Subtle racism amongst undergraduate learners after a decade of democracy. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1018820

Chicago Manual of Style (16th Edition):

Van der Westhuizen, Amanda. “Subtle racism amongst undergraduate learners after a decade of democracy.” 2007. Masters Thesis, Nelson Mandela Metropolitan University. Accessed April 11, 2021. http://hdl.handle.net/10948/d1018820.

MLA Handbook (7th Edition):

Van der Westhuizen, Amanda. “Subtle racism amongst undergraduate learners after a decade of democracy.” 2007. Web. 11 Apr 2021.

Vancouver:

Van der Westhuizen A. Subtle racism amongst undergraduate learners after a decade of democracy. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2007. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10948/d1018820.

Council of Science Editors:

Van der Westhuizen A. Subtle racism amongst undergraduate learners after a decade of democracy. [Masters Thesis]. Nelson Mandela Metropolitan University; 2007. Available from: http://hdl.handle.net/10948/d1018820

18. Carson, Akiva S. An Examination of African American Male Educators' Perceptions of Relationships and Discrimination.

Degree: EdD Doctor of Education, Disability and Equity in Education, 2020, National-Louis University

  In the field of education, African-American men are greatly underrepresented across all school settings. In the state of Illinois of nearly 130,000 certified educators,… (more)

Subjects/Keywords: Relationships; Discrimination; Racism; Gender Bias; African-American Men; Gender Equity in Education

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

APA (6th Edition):

Carson, A. S. (2020). An Examination of African American Male Educators' Perceptions of Relationships and Discrimination. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/486

Chicago Manual of Style (16th Edition):

Carson, Akiva S. “An Examination of African American Male Educators' Perceptions of Relationships and Discrimination.” 2020. Doctoral Dissertation, National-Louis University. Accessed April 11, 2021. https://digitalcommons.nl.edu/diss/486.

MLA Handbook (7th Edition):

Carson, Akiva S. “An Examination of African American Male Educators' Perceptions of Relationships and Discrimination.” 2020. Web. 11 Apr 2021.

Vancouver:

Carson AS. An Examination of African American Male Educators' Perceptions of Relationships and Discrimination. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2021 Apr 11]. Available from: https://digitalcommons.nl.edu/diss/486.

Council of Science Editors:

Carson AS. An Examination of African American Male Educators' Perceptions of Relationships and Discrimination. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/486


Columbia University

19. Kim, Yeji. Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education.

Degree: 2020, Columbia University

 Informed by positionalities theories and narrative inquiry, this dissertation study explored how positionalities of immigrant social studies teachers in New York City influenced their interpretations… (more)

Subjects/Keywords: Social sciences – Study and teaching; Citizenship – Study and teaching; Immigrants; Teachers; Nationalism; Racism in education

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APA (6th Edition):

Kim, Y. (2020). Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-fq1z-0c08

Chicago Manual of Style (16th Edition):

Kim, Yeji. “Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education.” 2020. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/d8-fq1z-0c08.

MLA Handbook (7th Edition):

Kim, Yeji. “Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education.” 2020. Web. 11 Apr 2021.

Vancouver:

Kim Y. Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/d8-fq1z-0c08.

Council of Science Editors:

Kim Y. Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-fq1z-0c08


Brock University

20. Danielidou, Liana. Predictors of prejudice perceptions and the role of group identification in international students .

Degree: Department of Psychology, 2009, Brock University

 The purpose of the present study was first to determine what influences international students' perceptions of prejudice, and secondly to examine how perceptions of prejudice… (more)

Subjects/Keywords: Racism in higher education.; Students, Foreign.

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APA (6th Edition):

Danielidou, L. (2009). Predictors of prejudice perceptions and the role of group identification in international students . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2869

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):

Danielidou, Liana. “Predictors of prejudice perceptions and the role of group identification in international students .” 2009. Thesis, Brock University. Accessed April 11, 2021. http://hdl.handle.net/10464/2869.

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

MLA Handbook (7th Edition):

Danielidou, Liana. “Predictors of prejudice perceptions and the role of group identification in international students .” 2009. Web. 11 Apr 2021.

Vancouver:

Danielidou L. Predictors of prejudice perceptions and the role of group identification in international students . [Internet] [Thesis]. Brock University; 2009. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10464/2869.

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

Council of Science Editors:

Danielidou L. Predictors of prejudice perceptions and the role of group identification in international students . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/2869

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


University of Oklahoma

21. Dieu, Mindie Antoinette. I Too, Have a Race: The Autoethnographic Journey of a Teacher Confronting Herself and Social Justice in the College Composition Classroom.

Degree: PhD, 2011, University of Oklahoma

 Implications of the study include a hope that this experience has made me a better teacher, that my composition students will benefit from my new… (more)

Subjects/Keywords: Graduate teaching assistants – Oklahoma – Biography; Rhetoric – Study and teaching – Case studies; Racism in higher education

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

APA (6th Edition):

Dieu, M. A. (2011). I Too, Have a Race: The Autoethnographic Journey of a Teacher Confronting Herself and Social Justice in the College Composition Classroom. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318929

Chicago Manual of Style (16th Edition):

Dieu, Mindie Antoinette. “I Too, Have a Race: The Autoethnographic Journey of a Teacher Confronting Herself and Social Justice in the College Composition Classroom.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed April 11, 2021. http://hdl.handle.net/11244/318929.

MLA Handbook (7th Edition):

Dieu, Mindie Antoinette. “I Too, Have a Race: The Autoethnographic Journey of a Teacher Confronting Herself and Social Justice in the College Composition Classroom.” 2011. Web. 11 Apr 2021.

Vancouver:

Dieu MA. I Too, Have a Race: The Autoethnographic Journey of a Teacher Confronting Herself and Social Justice in the College Composition Classroom. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11244/318929.

Council of Science Editors:

Dieu MA. I Too, Have a Race: The Autoethnographic Journey of a Teacher Confronting Herself and Social Justice in the College Composition Classroom. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318929


East Carolina University

22. Harper, Kimberly C. Decolonizing Education : A Critical Discourse Analysis of Post-Secondary Humanities Textbooks.

Degree: PhD, English: Technical and Professional Discourse, 2012, East Carolina University

 This dissertation examines nine post-secondary humanities textbooks published between 2001 and 2011 using an approach that includes both qualitative and quantitative methodology to analyze the… (more)

Subjects/Keywords: Technical communication; Rhetoric; Education; Critical discourse analysis; Histography; Narratives; Racism in textbooks; Humanities – Textbooks

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APA (6th Edition):

Harper, K. C. (2012). Decolonizing Education : A Critical Discourse Analysis of Post-Secondary Humanities Textbooks. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/4071

Chicago Manual of Style (16th Edition):

Harper, Kimberly C. “Decolonizing Education : A Critical Discourse Analysis of Post-Secondary Humanities Textbooks.” 2012. Doctoral Dissertation, East Carolina University. Accessed April 11, 2021. http://hdl.handle.net/10342/4071.

MLA Handbook (7th Edition):

Harper, Kimberly C. “Decolonizing Education : A Critical Discourse Analysis of Post-Secondary Humanities Textbooks.” 2012. Web. 11 Apr 2021.

Vancouver:

Harper KC. Decolonizing Education : A Critical Discourse Analysis of Post-Secondary Humanities Textbooks. [Internet] [Doctoral dissertation]. East Carolina University; 2012. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10342/4071.

Council of Science Editors:

Harper KC. Decolonizing Education : A Critical Discourse Analysis of Post-Secondary Humanities Textbooks. [Doctoral Dissertation]. East Carolina University; 2012. Available from: http://hdl.handle.net/10342/4071


University of Washington

23. Karcher, Hailey. Choosing to Desegregate: The Role of School Choice in Seattle’s Desegregation Efforts from Voluntary Desegregation to Parents Involved in Community Schools.

Degree: 2020, University of Washington

 Seattle was the first U.S. city to authorize a mandatory desegregation plan without a court order. Yet, it was also the site almost two decades… (more)

Subjects/Keywords: desegregation; enrollment; Parents Involved in Community Schools; racism; school choice; Seattle; Education; Education history; Education policy; Education - Seattle

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APA (6th Edition):

Karcher, H. (2020). Choosing to Desegregate: The Role of School Choice in Seattle’s Desegregation Efforts from Voluntary Desegregation to Parents Involved in Community Schools. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/45961

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):

Karcher, Hailey. “Choosing to Desegregate: The Role of School Choice in Seattle’s Desegregation Efforts from Voluntary Desegregation to Parents Involved in Community Schools.” 2020. Thesis, University of Washington. Accessed April 11, 2021. http://hdl.handle.net/1773/45961.

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

MLA Handbook (7th Edition):

Karcher, Hailey. “Choosing to Desegregate: The Role of School Choice in Seattle’s Desegregation Efforts from Voluntary Desegregation to Parents Involved in Community Schools.” 2020. Web. 11 Apr 2021.

Vancouver:

Karcher H. Choosing to Desegregate: The Role of School Choice in Seattle’s Desegregation Efforts from Voluntary Desegregation to Parents Involved in Community Schools. [Internet] [Thesis]. University of Washington; 2020. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1773/45961.

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

Council of Science Editors:

Karcher H. Choosing to Desegregate: The Role of School Choice in Seattle’s Desegregation Efforts from Voluntary Desegregation to Parents Involved in Community Schools. [Thesis]. University of Washington; 2020. Available from: http://hdl.handle.net/1773/45961

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

24. NC DOCKS at The University of North Carolina at Greensboro; Vaishnav, Shreya V. Experiences of racial microaggressions, relational mentoring, and social connectedness among doctoral students of color within counselor education programs.

Degree: 2020, NC Docks

 In educational systems, students of color experience oppression and subtle forms of racism (i.e., microaggressions), often directed towards them by their peers and faculty in… (more)

Subjects/Keywords: Microaggressions; Mentoring in education; Belonging (Social psychology); Racism in higher education; Counseling $x Study and teaching (Graduate)

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Vaishnav, S. V. (2020). Experiences of racial microaggressions, relational mentoring, and social connectedness among doctoral students of color within counselor education programs. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Vaishnav_uncg_0154D_12957.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Vaishnav, Shreya V. “Experiences of racial microaggressions, relational mentoring, and social connectedness among doctoral students of color within counselor education programs.” 2020. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/Vaishnav_uncg_0154D_12957.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Vaishnav, Shreya V. “Experiences of racial microaggressions, relational mentoring, and social connectedness among doctoral students of color within counselor education programs.” 2020. Web. 11 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Vaishnav SV. Experiences of racial microaggressions, relational mentoring, and social connectedness among doctoral students of color within counselor education programs. [Internet] [Thesis]. NC Docks; 2020. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/Vaishnav_uncg_0154D_12957.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Vaishnav SV. Experiences of racial microaggressions, relational mentoring, and social connectedness among doctoral students of color within counselor education programs. [Thesis]. NC Docks; 2020. Available from: http://libres.uncg.edu/ir/uncg/f/Vaishnav_uncg_0154D_12957.pdf

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


University of North Carolina – Greensboro

25. Petty, Cailisha L. Successful African American women in science: a narrative inquiry.

Degree: 2015, University of North Carolina – Greensboro

 This study used narrative inquiry as a methodology to explore the lived experiences of five African American women in science across the academic spectrum, from… (more)

Subjects/Keywords: African American women scientists; Racism in higher education; Sex discrimination in science; Science – Social aspects; Womanism; Feminism and science

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APA (6th Edition):

Petty, C. L. (2015). Successful African American women in science: a narrative inquiry. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19119

Chicago Manual of Style (16th Edition):

Petty, Cailisha L. “Successful African American women in science: a narrative inquiry.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 11, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19119.

MLA Handbook (7th Edition):

Petty, Cailisha L. “Successful African American women in science: a narrative inquiry.” 2015. Web. 11 Apr 2021.

Vancouver:

Petty CL. Successful African American women in science: a narrative inquiry. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19119.

Council of Science Editors:

Petty CL. Successful African American women in science: a narrative inquiry. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19119


Northeastern University

26. Davis-Vanloo A., Cynthia. Underrepresentation of teachers of color in K-12 classrooms: perceiving and navigating racism.

Degree: EdD, School of Education, 2019, Northeastern University

 Teachers of color are persistently underrepresented in K-12 classrooms, relative to student populations. While nearly 50 percent of the national student population consists of students… (more)

Subjects/Keywords: Minority teachers; Study and teaching (Elementary); Minority teachers; Study and teaching (Secondary); Educational equalization; Racism in education; Diversity in the workplace

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APA (6th Edition):

Davis-Vanloo A., C. (2019). Underrepresentation of teachers of color in K-12 classrooms: perceiving and navigating racism. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20328893

Chicago Manual of Style (16th Edition):

Davis-Vanloo A., Cynthia. “Underrepresentation of teachers of color in K-12 classrooms: perceiving and navigating racism.” 2019. Masters Thesis, Northeastern University. Accessed April 11, 2021. http://hdl.handle.net/2047/D20328893.

MLA Handbook (7th Edition):

Davis-Vanloo A., Cynthia. “Underrepresentation of teachers of color in K-12 classrooms: perceiving and navigating racism.” 2019. Web. 11 Apr 2021.

Vancouver:

Davis-Vanloo A. C. Underrepresentation of teachers of color in K-12 classrooms: perceiving and navigating racism. [Internet] [Masters thesis]. Northeastern University; 2019. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2047/D20328893.

Council of Science Editors:

Davis-Vanloo A. C. Underrepresentation of teachers of color in K-12 classrooms: perceiving and navigating racism. [Masters Thesis]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20328893

27. NC DOCKS at The University of North Carolina at Greensboro; Petty, Cailisha L. Successful African American women in science: a narrative inquiry.

Degree: 2015, NC Docks

 This study used narrative inquiry as a methodology to explore the lived experiences of five African American women in science across the academic spectrum, from… (more)

Subjects/Keywords: African American women scientists; Racism in higher education; Sex discrimination in science; Science $x Social aspects; Womanism; Feminism and science

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Petty, C. L. (2015). Successful African American women in science: a narrative inquiry. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Petty_uncg_0154D_11838.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Petty, Cailisha L. “Successful African American women in science: a narrative inquiry.” 2015. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/Petty_uncg_0154D_11838.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Petty, Cailisha L. “Successful African American women in science: a narrative inquiry.” 2015. Web. 11 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Petty CL. Successful African American women in science: a narrative inquiry. [Internet] [Thesis]. NC Docks; 2015. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/Petty_uncg_0154D_11838.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Petty CL. Successful African American women in science: a narrative inquiry. [Thesis]. NC Docks; 2015. Available from: http://libres.uncg.edu/ir/uncg/f/Petty_uncg_0154D_11838.pdf

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


University of KwaZulu-Natal

28. Govender, Kasambal. Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth.

Degree: M. Ed., Education, 2005, University of KwaZulu-Natal

 This thesis explores the construction and experience of racial identity among eight grade eleven learners at a desegregated school in Chatsworth. The possible challenges and… (more)

Subjects/Keywords: Education.; Identity – Social aspects.; Racism in education.

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

APA (6th Edition):

Govender, K. (2005). Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3060

Chicago Manual of Style (16th Edition):

Govender, Kasambal. “Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth.” 2005. Masters Thesis, University of KwaZulu-Natal. Accessed April 11, 2021. http://hdl.handle.net/10413/3060.

MLA Handbook (7th Edition):

Govender, Kasambal. “Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth.” 2005. Web. 11 Apr 2021.

Vancouver:

Govender K. Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2005. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10413/3060.

Council of Science Editors:

Govender K. Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth. [Masters Thesis]. University of KwaZulu-Natal; 2005. Available from: http://hdl.handle.net/10413/3060


Columbia University

29. Fox, Ashley Lauren. The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District.

Degree: 2019, Columbia University

 My dissertation examines racial power dynamics and whiteness in a previously all-white suburban school district that is now home to a very racially, ethnically, religiously,… (more)

Subjects/Keywords: Sociology; Education and state; School management and organization; Power (Social sciences); Privileges and immunities; Racism in education; Race relations

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

APA (6th Edition):

Fox, A. L. (2019). The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-m5j0-6w52

Chicago Manual of Style (16th Edition):

Fox, Ashley Lauren. “The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District.” 2019. Doctoral Dissertation, Columbia University. Accessed April 11, 2021. https://doi.org/10.7916/d8-m5j0-6w52.

MLA Handbook (7th Edition):

Fox, Ashley Lauren. “The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District.” 2019. Web. 11 Apr 2021.

Vancouver:

Fox AL. The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2021 Apr 11]. Available from: https://doi.org/10.7916/d8-m5j0-6w52.

Council of Science Editors:

Fox AL. The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-m5j0-6w52

30. Johnson, Janice V. Impact of racism and new managerialism on black female academics in English post-1992 universities.

Degree: PhD, 2016, University of Bedfordshire

 This thesis focused on the impact of racism and new managerialism on Black female academics in English post-1992 universities. The study explored the extent to… (more)

Subjects/Keywords: X342 Academic studies in Higher Education; higher education management; racism; managerialism; university management; black and minority ethnic

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

APA (6th Edition):

Johnson, J. V. (2016). Impact of racism and new managerialism on black female academics in English post-1992 universities. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/622485

Chicago Manual of Style (16th Edition):

Johnson, Janice V. “Impact of racism and new managerialism on black female academics in English post-1992 universities.” 2016. Doctoral Dissertation, University of Bedfordshire. Accessed April 11, 2021. http://hdl.handle.net/10547/622485.

MLA Handbook (7th Edition):

Johnson, Janice V. “Impact of racism and new managerialism on black female academics in English post-1992 universities.” 2016. Web. 11 Apr 2021.

Vancouver:

Johnson JV. Impact of racism and new managerialism on black female academics in English post-1992 universities. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10547/622485.

Council of Science Editors:

Johnson JV. Impact of racism and new managerialism on black female academics in English post-1992 universities. [Doctoral Dissertation]. University of Bedfordshire; 2016. Available from: http://hdl.handle.net/10547/622485

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