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You searched for subject:(Underrepresented Students). Showing records 1 – 30 of 63 total matches.

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Texas A&M University

1. Hubert, Tarcia Lasha. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.

Degree: 2013, Texas A&M University

 Implementing culturally relevant pedagogy (CRP) in a mathematics classroom is often recommended by researchers as a strategy for improving mathematical achievement among underrepresented students. This… (more)

Subjects/Keywords: culturally relevant; mathematics; intervention; underrepresented students

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APA (6th Edition):

Hubert, T. L. (2013). Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151748

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):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/151748.

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

MLA Handbook (7th Edition):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Web. 21 Sep 2019.

Vancouver:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/151748.

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

Council of Science Editors:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151748

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


University of Hawaii – Manoa

2. Silva, Jaydene Rk. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

Teacher transiency and teacher quality are of utmost concern in Hawaiʻi. For decades, the Hawaiʻi Department of Education… (more)

Subjects/Keywords: teacher preparation; community college; underrepresented students

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APA (6th Edition):

Silva, J. R. (2015). Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101141

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):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Thesis, University of Hawaii – Manoa. Accessed September 21, 2019. http://hdl.handle.net/10125/101141.

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

MLA Handbook (7th Edition):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Web. 21 Sep 2019.

Vancouver:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10125/101141.

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

Council of Science Editors:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101141

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


Penn State University

3. Garner, Ana. The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes.

Degree: 2018, Penn State University

 This qualitative research explores the long-term influence of study abroad on Gilman recipients lived experience. The Gilman Scholarship Program is the only program sponsored by… (more)

Subjects/Keywords: Study abroad; underrepresented students; psychosocial outcomes

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APA (6th Edition):

Garner, A. (2018). The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15192aeg23

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):

Garner, Ana. “The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes.” 2018. Thesis, Penn State University. Accessed September 21, 2019. https://etda.libraries.psu.edu/catalog/15192aeg23.

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

MLA Handbook (7th Edition):

Garner, Ana. “The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes.” 2018. Web. 21 Sep 2019.

Vancouver:

Garner A. The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Sep 21]. Available from: https://etda.libraries.psu.edu/catalog/15192aeg23.

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

Council of Science Editors:

Garner A. The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15192aeg23

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


University of Southern California

4. Oseguera, Tonantzin. Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs.

Degree: EdD, Education, 2013, University of Southern California

 This study applies self-efficacy theory from research on career-decision making to understand what influences underrepresented students’ decision to enter the student affairs profession. The purpose… (more)

Subjects/Keywords: NASPA; student affairs; NUFP; underrepresented students

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APA (6th Edition):

Oseguera, T. (2013). Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1450

Chicago Manual of Style (16th Edition):

Oseguera, Tonantzin. “Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1450.

MLA Handbook (7th Edition):

Oseguera, Tonantzin. “Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs.” 2013. Web. 21 Sep 2019.

Vancouver:

Oseguera T. Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1450.

Council of Science Editors:

Oseguera T. Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1450


University of North Texas

5. Premraj, Divya. Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields.

Degree: 2018, University of North Texas

 The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of… (more)

Subjects/Keywords: STEM; Retention; Underrepresented students; Hierarchical Regression

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APA (6th Edition):

Premraj, D. (2018). Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404530/

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):

Premraj, Divya. “Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields.” 2018. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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

MLA Handbook (7th Edition):

Premraj, Divya. “Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields.” 2018. Web. 21 Sep 2019.

Vancouver:

Premraj D. Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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

Council of Science Editors:

Premraj D. Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404530/

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


Clemson University

6. Kniess, Dena. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.

Degree: PhD, Educational Leadership, 2013, Clemson University

  The majority of retention efforts have focused on the first-year of college, however just as many students leave college after their second-year (Berkner, He,… (more)

Subjects/Keywords: Phenomenology; Second-year students; Underrepresented students; Higher Education and Teaching

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APA (6th Edition):

Kniess, D. (2013). Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1092

Chicago Manual of Style (16th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1092.

MLA Handbook (7th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Web. 21 Sep 2019.

Vancouver:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1092.

Council of Science Editors:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1092


Texas A&M University

7. Dennis, Brady Allen. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?.

Degree: 2017, Texas A&M University

 This dissertation examined the experiences of underrepresented-in-medicine transfer students studying in a Division I, research university in the South that is considered to be a… (more)

Subjects/Keywords: Underrepresented; medicine; transfer; students; education; college; university; resiliency

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APA (6th Edition):

Dennis, B. A. (2017). Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161340

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):

Dennis, Brady Allen. “Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?.” 2017. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/161340.

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

MLA Handbook (7th Edition):

Dennis, Brady Allen. “Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?.” 2017. Web. 21 Sep 2019.

Vancouver:

Dennis BA. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/161340.

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

Council of Science Editors:

Dennis BA. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161340

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


University of Southern California

8. Lee, Rebecca Elizabeth. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Despite the proliferation of women in higher education and the workforce, they have yet to achieve parity with men in many of the science, technology,… (more)

Subjects/Keywords: mathematics; MESA program; social capital; STEM majors; underrepresented students; women

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APA (6th Edition):

Lee, R. E. (2011). Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339

Chicago Manual of Style (16th Edition):

Lee, Rebecca Elizabeth. “Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339.

MLA Handbook (7th Edition):

Lee, Rebecca Elizabeth. “Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.” 2011. Web. 21 Sep 2019.

Vancouver:

Lee RE. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339.

Council of Science Editors:

Lee RE. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4339


East Tennessee State University

9. Springfield, Derriell M. Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  Student retention rates and graduation rates currently play a major role in measuring the success of institutions of higher education. To contribute to the… (more)

Subjects/Keywords: underrepresented students; programs; GPA; retention rates; graduation rates; Education

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APA (6th Edition):

Springfield, D. M. (2013). Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1146

Chicago Manual of Style (16th Edition):

Springfield, Derriell M. “Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed September 21, 2019. https://dc.etsu.edu/etd/1146.

MLA Handbook (7th Edition):

Springfield, Derriell M. “Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students.” 2013. Web. 21 Sep 2019.

Vancouver:

Springfield DM. Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Sep 21]. Available from: https://dc.etsu.edu/etd/1146.

Council of Science Editors:

Springfield DM. Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1146


Clemson University

10. Pfirman, Aubrie Lynn. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.

Degree: PhD, Engineering and Science Education, 2018, Clemson University

 While it is typical for doctoral students in the sciences to have a faculty advisor, not all students can name a mentor for their doctoral… (more)

Subjects/Keywords: Chemistry education; Doctoral education; Graduate Education; Phenomenography; Qualitative research; Underrepresented students

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APA (6th Edition):

Pfirman, A. L. (2018). Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2198

Chicago Manual of Style (16th Edition):

Pfirman, Aubrie Lynn. “Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.” 2018. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/2198.

MLA Handbook (7th Edition):

Pfirman, Aubrie Lynn. “Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.” 2018. Web. 21 Sep 2019.

Vancouver:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/2198.

Council of Science Editors:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2198


University of Edinburgh

11. Friend, Katherine Louise. Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study.

Degree: PhD, 2016, University of Edinburgh

 This nested multi-site case study uses data from interviews with thirty underrepresented students to explore how these students experience elite universities. Although greater numbers of… (more)

Subjects/Keywords: 378.1; widening participation; student experience; underrepresented students; higher education

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APA (6th Edition):

Friend, K. L. (2016). Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/23569

Chicago Manual of Style (16th Edition):

Friend, Katherine Louise. “Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed September 21, 2019. http://hdl.handle.net/1842/23569.

MLA Handbook (7th Edition):

Friend, Katherine Louise. “Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study.” 2016. Web. 21 Sep 2019.

Vancouver:

Friend KL. Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1842/23569.

Council of Science Editors:

Friend KL. Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/23569


Oklahoma State University

12. Dewitt, Nicole Juliana. Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass.

Degree: Education, 2013, Oklahoma State University

 The scope of this study was limited to students at Eastern Washington University who chose to participate. The purpose was to examine the relationship between… (more)

Subjects/Keywords: achievement motivation; non- intact families; resilience; stress; underrepresented students

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APA (6th Edition):

Dewitt, N. J. (2013). Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/11081

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):

Dewitt, Nicole Juliana. “Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass.” 2013. Thesis, Oklahoma State University. Accessed September 21, 2019. http://hdl.handle.net/11244/11081.

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

MLA Handbook (7th Edition):

Dewitt, Nicole Juliana. “Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass.” 2013. Web. 21 Sep 2019.

Vancouver:

Dewitt NJ. Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass. [Internet] [Thesis]. Oklahoma State University; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11244/11081.

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

Council of Science Editors:

Dewitt NJ. Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass. [Thesis]. Oklahoma State University; 2013. Available from: http://hdl.handle.net/11244/11081

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


University of Minnesota

13. Hermida, Alexander. Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution.

Degree: PhD, Educational Policy and Administration, 2017, University of Minnesota

 The attrition of doctoral students in U.S. higher education, especially those who are underrepresented, is an understudied problem. This study examines how underrepresented minority doctoral… (more)

Subjects/Keywords: Campus Climate; Oppression; Sense of Belonging; Socialization; Student Identity; Underrepresented Students

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APA (6th Edition):

Hermida, A. (2017). Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/193430

Chicago Manual of Style (16th Edition):

Hermida, Alexander. “Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution.” 2017. Doctoral Dissertation, University of Minnesota. Accessed September 21, 2019. http://hdl.handle.net/11299/193430.

MLA Handbook (7th Edition):

Hermida, Alexander. “Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution.” 2017. Web. 21 Sep 2019.

Vancouver:

Hermida A. Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11299/193430.

Council of Science Editors:

Hermida A. Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/193430


University of Southern California

14. Caviglia, Emily A. Relational leadership: underrepresented student perspectives on diversity courses.

Degree: EdD, Education, 2010, University of Southern California

 This study is a qualitative examination of the perspectives of Black and Latino students, traditionally underrepresented at predominately White institutions, in the environment of the… (more)

Subjects/Keywords: diversity courses; relational leadership; underrepresented students; diversity in higher education; curriculum

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APA (6th Edition):

Caviglia, E. A. (2010). Relational leadership: underrepresented student perspectives on diversity courses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502

Chicago Manual of Style (16th Edition):

Caviglia, Emily A. “Relational leadership: underrepresented student perspectives on diversity courses.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502.

MLA Handbook (7th Edition):

Caviglia, Emily A. “Relational leadership: underrepresented student perspectives on diversity courses.” 2010. Web. 21 Sep 2019.

Vancouver:

Caviglia EA. Relational leadership: underrepresented student perspectives on diversity courses. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502.

Council of Science Editors:

Caviglia EA. Relational leadership: underrepresented student perspectives on diversity courses. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/388636/rec/5502


Northeastern University

15. Felder, Theresa B. Dual enrollment for low-income students: exploring student perceptions.

Degree: EdD, School of Education, 2017, Northeastern University

 Most educators are keenly aware that a high socioeconomic status (SES) equates to better academic preparation than a low SES and high SES students are… (more)

Subjects/Keywords: dual enrollment; low-income; socioeconomic status; underrepresented students

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

APA (6th Edition):

Felder, T. B. (2017). Dual enrollment for low-income students: exploring student perceptions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20256022

Chicago Manual of Style (16th Edition):

Felder, Theresa B. “Dual enrollment for low-income students: exploring student perceptions.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 21, 2019. http://hdl.handle.net/2047/D20256022.

MLA Handbook (7th Edition):

Felder, Theresa B. “Dual enrollment for low-income students: exploring student perceptions.” 2017. Web. 21 Sep 2019.

Vancouver:

Felder TB. Dual enrollment for low-income students: exploring student perceptions. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2047/D20256022.

Council of Science Editors:

Felder TB. Dual enrollment for low-income students: exploring student perceptions. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20256022

16. Smith, Jennifer Lee. Undergraduate peer mentors serving underrepresented students at a predominantly white institution.

Degree: PhD, Educational Administration, 2014, University of Texas – Austin

 Higher education is facing national calls for increased graduation and retention rates (Good, Halpin, & Halpin, 2000; Obama, 2009). In an effort to answer these… (more)

Subjects/Keywords: Peer mentor; Underrepresented students

…viii Undergraduate Peer Mentors Serving Underrepresented Students at a Predominantly White… …possess in order to create supportive environments for underrepresented students. The purpose of… …mentors who served underrepresented students at a predominantly white institution. Utilizing a… …39 Challenges Faced by Underrepresented College Students… …147 Working with Underrepresented Students… 

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

APA (6th Edition):

Smith, J. L. (2014). Undergraduate peer mentors serving underrepresented students at a predominantly white institution. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25002

Chicago Manual of Style (16th Edition):

Smith, Jennifer Lee. “Undergraduate peer mentors serving underrepresented students at a predominantly white institution.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed September 21, 2019. http://hdl.handle.net/2152/25002.

MLA Handbook (7th Edition):

Smith, Jennifer Lee. “Undergraduate peer mentors serving underrepresented students at a predominantly white institution.” 2014. Web. 21 Sep 2019.

Vancouver:

Smith JL. Undergraduate peer mentors serving underrepresented students at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2152/25002.

Council of Science Editors:

Smith JL. Undergraduate peer mentors serving underrepresented students at a predominantly white institution. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25002


University of Colorado

17. Coffey, Shannon Marie. Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia.

Degree: MA, Sociology, 2011, University of Colorado

  This thesis investigates the experiences of a group of students who are underrepresented within academia - degree seeking undergraduates that identify as being first… (more)

Subjects/Keywords: Double Conciousness; First generation; Students of Color; Underrepresented Students; Veil; Working class; Esthetics; Sociology

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

APA (6th Edition):

Coffey, S. M. (2011). Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/socy_gradetds/8

Chicago Manual of Style (16th Edition):

Coffey, Shannon Marie. “Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia.” 2011. Masters Thesis, University of Colorado. Accessed September 21, 2019. http://scholar.colorado.edu/socy_gradetds/8.

MLA Handbook (7th Edition):

Coffey, Shannon Marie. “Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia.” 2011. Web. 21 Sep 2019.

Vancouver:

Coffey SM. Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2019 Sep 21]. Available from: http://scholar.colorado.edu/socy_gradetds/8.

Council of Science Editors:

Coffey SM. Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia. [Masters Thesis]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/socy_gradetds/8


University of Louisville

18. Woods, C. J. The Texas 10% law and its impact on admitted students.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2011, University of Louisville

 This qualitative case study explored the experiences of 10 Top 10% African American and Hispanic students at Texas A&M University. The purpose of the study… (more)

Subjects/Keywords: Minority students; Percentage plans; Underrepresented students; Admissions; Critical race theory; Educational policy

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

APA (6th Edition):

Woods, C. J. (2011). The Texas 10% law and its impact on admitted students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590

Chicago Manual of Style (16th Edition):

Woods, C J. “The Texas 10% law and its impact on admitted students.” 2011. Doctoral Dissertation, University of Louisville. Accessed September 21, 2019. 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590.

MLA Handbook (7th Edition):

Woods, C J. “The Texas 10% law and its impact on admitted students.” 2011. Web. 21 Sep 2019.

Vancouver:

Woods CJ. The Texas 10% law and its impact on admitted students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Sep 21]. Available from: 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590.

Council of Science Editors:

Woods CJ. The Texas 10% law and its impact on admitted students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590


Ohio University

19. Jenkins, Dawn D. The Self-Efficacy of First-Generation College Students.

Degree: PhD, Counselor Education (Education), 2007, Ohio University

 This qualitative research explored the experiences of first-generation college students. This study sought to determine how self-efficacy affects the level of academic and social success… (more)

Subjects/Keywords: Education, Guidance and Counseling; First-Generation College Students; Self-Efficacy; Underrepresented Students; Grounded Theory

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

APA (6th Edition):

Jenkins, D. D. (2007). The Self-Efficacy of First-Generation College Students. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195137011

Chicago Manual of Style (16th Edition):

Jenkins, Dawn D. “The Self-Efficacy of First-Generation College Students.” 2007. Doctoral Dissertation, Ohio University. Accessed September 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195137011.

MLA Handbook (7th Edition):

Jenkins, Dawn D. “The Self-Efficacy of First-Generation College Students.” 2007. Web. 21 Sep 2019.

Vancouver:

Jenkins DD. The Self-Efficacy of First-Generation College Students. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Sep 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195137011.

Council of Science Editors:

Jenkins DD. The Self-Efficacy of First-Generation College Students. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1195137011


George Mason University

20. Gnoleba, Michelle A. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .

Degree: 2015, George Mason University

 The present study focused on undergraduate college students (N = 214) with the aim to (a) investigate relationships among faculty-student interactions, academic self-efficacy, self-regulation and… (more)

Subjects/Keywords: faculty-student interaction; academic self-efficacy; self-regulation; self-efficacy; underrepresented minority students; undergraduate students

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APA (6th Edition):

Gnoleba, M. A. (2015). Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10253

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):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Thesis, George Mason University. Accessed September 21, 2019. http://hdl.handle.net/1920/10253.

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

MLA Handbook (7th Edition):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Web. 21 Sep 2019.

Vancouver:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1920/10253.

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

Council of Science Editors:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/10253

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


University of Colorado

21. Myers, Beth Ann. Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education.

Degree: PhD, Civil, Environmental & Architectural Engineering, 2016, University of Colorado

  To create a more competitive and creative engineering workforce, breakthroughs in how we attract and educate more diverse engineers are mandated. Despite a programmatic… (more)

Subjects/Keywords: broadening participation; enrollment; gender; policy and practice; standardized tests; underrepresented students; Engineering; Higher Education

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

APA (6th Edition):

Myers, B. A. (2016). Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/cven_gradetds/27

Chicago Manual of Style (16th Edition):

Myers, Beth Ann. “Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education.” 2016. Doctoral Dissertation, University of Colorado. Accessed September 21, 2019. http://scholar.colorado.edu/cven_gradetds/27.

MLA Handbook (7th Edition):

Myers, Beth Ann. “Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education.” 2016. Web. 21 Sep 2019.

Vancouver:

Myers BA. Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Sep 21]. Available from: http://scholar.colorado.edu/cven_gradetds/27.

Council of Science Editors:

Myers BA. Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/cven_gradetds/27

22. Holoman, Linda Marie. Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates.

Degree: 2013, Ferris State University

 This phenomenological study describes the lived experiences of underrepresented minorities (URMs) who graduated from a community college with a STEM (Science, Technology, Engineering, Math) degree… (more)

Subjects/Keywords: Underrepresented minority students (URM); Community colleges; STEM (Science, Technology, Engineering, Math) degree; Student lived experience

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

APA (6th Edition):

Holoman, L. M. (2013). Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5266

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):

Holoman, Linda Marie. “Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates.” 2013. Thesis, Ferris State University. Accessed September 21, 2019. http://hdl.handle.net/2323/5266.

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

MLA Handbook (7th Edition):

Holoman, Linda Marie. “Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates.” 2013. Web. 21 Sep 2019.

Vancouver:

Holoman LM. Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates. [Internet] [Thesis]. Ferris State University; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2323/5266.

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

Council of Science Editors:

Holoman LM. Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates. [Thesis]. Ferris State University; 2013. Available from: http://hdl.handle.net/2323/5266

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


Indiana University of Pennsylvania

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Thesis, Indiana University of Pennsylvania. Accessed September 21, 2019. https://knowledge.library.iup.edu/etd/1354.

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

MLA Handbook (7th Edition):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Web. 21 Sep 2019.

Vancouver:

Montgomery J. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Sep 21]. Available from: https://knowledge.library.iup.edu/etd/1354.

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

Council of Science Editors:

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

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


Indiana University of Pennsylvania

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Thesis, Indiana University of Pennsylvania. Accessed September 21, 2019. https://knowledge.library.iup.edu/etd/1410.

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

MLA Handbook (7th Edition):

Montgomery, Jonathan. “Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution.” 2016. Web. 21 Sep 2019.

Vancouver:

Montgomery J. Latina Undergraduate Students’ Experiences with Resources and Student Organizations at a Predominately White Institution. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Sep 21]. Available from: https://knowledge.library.iup.edu/etd/1410.

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

Council of Science Editors:

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

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


Indiana University

25. Nelson, Jesse Yeager. In Pursuit of Postsecondary Equity: Evalutaing the Washington State Achievers Program .

Degree: 2010, Indiana University

 While conventional wisdom suggests postsecondary education is fundamental to sustaining economic growth, maintaining a democratic polity, and insuring individual quality of life, opportunities to pursue… (more)

Subjects/Keywords: postsecondary access; underrepresented students; postsecondary opportunity; postsecondary equity; financial aid; postsecondary intervention program

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APA (6th Edition):

Nelson, J. Y. (2010). In Pursuit of Postsecondary Equity: Evalutaing the Washington State Achievers Program . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/7447

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):

Nelson, Jesse Yeager. “In Pursuit of Postsecondary Equity: Evalutaing the Washington State Achievers Program .” 2010. Thesis, Indiana University. Accessed September 21, 2019. http://hdl.handle.net/2022/7447.

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

MLA Handbook (7th Edition):

Nelson, Jesse Yeager. “In Pursuit of Postsecondary Equity: Evalutaing the Washington State Achievers Program .” 2010. Web. 21 Sep 2019.

Vancouver:

Nelson JY. In Pursuit of Postsecondary Equity: Evalutaing the Washington State Achievers Program . [Internet] [Thesis]. Indiana University; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2022/7447.

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

Council of Science Editors:

Nelson JY. In Pursuit of Postsecondary Equity: Evalutaing the Washington State Achievers Program . [Thesis]. Indiana University; 2010. Available from: http://hdl.handle.net/2022/7447

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


Duquesne University

26. Knox, Renee. Improving Higher Education Attainment Among African American Women.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2015, Duquesne University

 African American women enroll and persist in post-secondary education at higher rates than African American males yet there is little research on the factors that… (more)

Subjects/Keywords: African American Women; Black Culture; Educational Equity; Gender Bias; Student Persistence; Underrepresented Students

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

APA (6th Edition):

Knox, R. (2015). Improving Higher Education Attainment Among African American Women. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/760

Chicago Manual of Style (16th Edition):

Knox, Renee. “Improving Higher Education Attainment Among African American Women.” 2015. Doctoral Dissertation, Duquesne University. Accessed September 21, 2019. https://dsc.duq.edu/etd/760.

MLA Handbook (7th Edition):

Knox, Renee. “Improving Higher Education Attainment Among African American Women.” 2015. Web. 21 Sep 2019.

Vancouver:

Knox R. Improving Higher Education Attainment Among African American Women. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2019 Sep 21]. Available from: https://dsc.duq.edu/etd/760.

Council of Science Editors:

Knox R. Improving Higher Education Attainment Among African American Women. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/760


Angelo State University

27. Robles, Savina Raye. IDENTIFICATION OF FACTORS INFLUENCING UNDERREPRESENTED STUDENTS CHOOSING FOOD SCIENCE RELATED DEGREES IN COLLEGE.

Degree: MS, Animal Science, 2018, Angelo State University

 The focus of the study was to investigate influential factors impacting students when deciding on a major/career path. Four different target audiences were assessed including:… (more)

Subjects/Keywords: Influential factors; major; confidence; careers in agriculture; identifying careers; recruitment; underrepresented students

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APA (6th Edition):

Robles, S. R. (2018). IDENTIFICATION OF FACTORS INFLUENCING UNDERREPRESENTED STUDENTS CHOOSING FOOD SCIENCE RELATED DEGREES IN COLLEGE. (Masters Thesis). Angelo State University. Retrieved from http://hdl.handle.net/2346.1/30850

Chicago Manual of Style (16th Edition):

Robles, Savina Raye. “IDENTIFICATION OF FACTORS INFLUENCING UNDERREPRESENTED STUDENTS CHOOSING FOOD SCIENCE RELATED DEGREES IN COLLEGE.” 2018. Masters Thesis, Angelo State University. Accessed September 21, 2019. http://hdl.handle.net/2346.1/30850.

MLA Handbook (7th Edition):

Robles, Savina Raye. “IDENTIFICATION OF FACTORS INFLUENCING UNDERREPRESENTED STUDENTS CHOOSING FOOD SCIENCE RELATED DEGREES IN COLLEGE.” 2018. Web. 21 Sep 2019.

Vancouver:

Robles SR. IDENTIFICATION OF FACTORS INFLUENCING UNDERREPRESENTED STUDENTS CHOOSING FOOD SCIENCE RELATED DEGREES IN COLLEGE. [Internet] [Masters thesis]. Angelo State University; 2018. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2346.1/30850.

Council of Science Editors:

Robles SR. IDENTIFICATION OF FACTORS INFLUENCING UNDERREPRESENTED STUDENTS CHOOSING FOOD SCIENCE RELATED DEGREES IN COLLEGE. [Masters Thesis]. Angelo State University; 2018. Available from: http://hdl.handle.net/2346.1/30850


Liberty University

28. Acosta, Michael David. Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina.

Degree: 2019, Liberty University

 The purpose of this multiple case study was to explore how Newland, Big Hills, and Edison Elementary, which are public elementary schools in North Carolina,… (more)

Subjects/Keywords: Gifted Education; Underrepresented Students; Social Dominance Theory; Poverty; Education; Elementary Education; Leadership Studies

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APA (6th Edition):

Acosta, M. D. (2019). Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2075

Chicago Manual of Style (16th Edition):

Acosta, Michael David. “Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina.” 2019. Doctoral Dissertation, Liberty University. Accessed September 21, 2019. https://digitalcommons.liberty.edu/doctoral/2075.

MLA Handbook (7th Edition):

Acosta, Michael David. “Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina.” 2019. Web. 21 Sep 2019.

Vancouver:

Acosta MD. Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Sep 21]. Available from: https://digitalcommons.liberty.edu/doctoral/2075.

Council of Science Editors:

Acosta MD. Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2075


Virginia Tech

29. Silas, Michael Antonio. IMPROVING THE PIPELINE FOR STUDENTS OF COLOR AT 1862 COLLEGES OF AGRICULTURE: A QUALITATIVE STUDY THAT EXAMINES ADMINISTRATORS’ PERCEPTIONS OF DIVERSITY, BARRIERS, AND STRATEGIES FOR SUCCESS.

Degree: PhD, Agricultural and Extension Education, 2016, Virginia Tech

 Due to an impending STEM shortage facing the United States, it is critically important that students of color are recruited to scientific disciplines. This STEM… (more)

Subjects/Keywords: Agriculture; Agricultural Education; 1862 Land-Grant Institutions; Path-Goal Theory of Leadership; Reasoned Action Theory; Students of Color; Underrepresented Students

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

APA (6th Edition):

Silas, M. A. (2016). IMPROVING THE PIPELINE FOR STUDENTS OF COLOR AT 1862 COLLEGES OF AGRICULTURE: A QUALITATIVE STUDY THAT EXAMINES ADMINISTRATORS’ PERCEPTIONS OF DIVERSITY, BARRIERS, AND STRATEGIES FOR SUCCESS. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73607

Chicago Manual of Style (16th Edition):

Silas, Michael Antonio. “IMPROVING THE PIPELINE FOR STUDENTS OF COLOR AT 1862 COLLEGES OF AGRICULTURE: A QUALITATIVE STUDY THAT EXAMINES ADMINISTRATORS’ PERCEPTIONS OF DIVERSITY, BARRIERS, AND STRATEGIES FOR SUCCESS.” 2016. Doctoral Dissertation, Virginia Tech. Accessed September 21, 2019. http://hdl.handle.net/10919/73607.

MLA Handbook (7th Edition):

Silas, Michael Antonio. “IMPROVING THE PIPELINE FOR STUDENTS OF COLOR AT 1862 COLLEGES OF AGRICULTURE: A QUALITATIVE STUDY THAT EXAMINES ADMINISTRATORS’ PERCEPTIONS OF DIVERSITY, BARRIERS, AND STRATEGIES FOR SUCCESS.” 2016. Web. 21 Sep 2019.

Vancouver:

Silas MA. IMPROVING THE PIPELINE FOR STUDENTS OF COLOR AT 1862 COLLEGES OF AGRICULTURE: A QUALITATIVE STUDY THAT EXAMINES ADMINISTRATORS’ PERCEPTIONS OF DIVERSITY, BARRIERS, AND STRATEGIES FOR SUCCESS. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10919/73607.

Council of Science Editors:

Silas MA. IMPROVING THE PIPELINE FOR STUDENTS OF COLOR AT 1862 COLLEGES OF AGRICULTURE: A QUALITATIVE STUDY THAT EXAMINES ADMINISTRATORS’ PERCEPTIONS OF DIVERSITY, BARRIERS, AND STRATEGIES FOR SUCCESS. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73607


University of Minnesota

30. Kasravi, Jinous. Factors influencing the decision to study abroad for students of color: moving beyond the barriers.

Degree: PhD, Educational Policy and Administration, 2009, University of Minnesota

 U.S. higher education institutions, professionals in the field of international education exchange, and the federal government recognize the importance of a study abroad experience for… (more)

Subjects/Keywords: Education abroad; International education; Student decision making; Students of color; Study abroad; Underrepresented students; Educational Policy and Administration

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

APA (6th Edition):

Kasravi, J. (2009). Factors influencing the decision to study abroad for students of color: moving beyond the barriers. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/55058

Chicago Manual of Style (16th Edition):

Kasravi, Jinous. “Factors influencing the decision to study abroad for students of color: moving beyond the barriers.” 2009. Doctoral Dissertation, University of Minnesota. Accessed September 21, 2019. http://purl.umn.edu/55058.

MLA Handbook (7th Edition):

Kasravi, Jinous. “Factors influencing the decision to study abroad for students of color: moving beyond the barriers.” 2009. Web. 21 Sep 2019.

Vancouver:

Kasravi J. Factors influencing the decision to study abroad for students of color: moving beyond the barriers. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Sep 21]. Available from: http://purl.umn.edu/55058.

Council of Science Editors:

Kasravi J. Factors influencing the decision to study abroad for students of color: moving beyond the barriers. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/55058

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