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You searched for subject:(gifted African American high school students). Showing records 1 – 30 of 131552 total matches.

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University of North Texas

1. Zeske, Karen Marie. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.

Degree: 2015, University of North Texas

 Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects… (more)

Subjects/Keywords: African American; gifted students; advanced academics; family; African American high school students.; Gifted teenagers  – Education.; Advanced placement programs (Education)

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APA (6th Edition):

Zeske, K. M. (2015). Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804960/

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):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Thesis, University of North Texas. Accessed July 10, 2020. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

MLA Handbook (7th Edition):

Zeske, Karen Marie. “Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students.” 2015. Web. 10 Jul 2020.

Vancouver:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Jul 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/.

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

Council of Science Editors:

Zeske KM. Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804960/

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


University of Southern California

2. Inman, Laurie Diane. The placement and participation of gifted African American students in advanced academic services: a case study.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The underrepresentation of culturally and linguistically diverse students in gifted education has been the topic of much research in recent years, and a corresponding improvement… (more)

Subjects/Keywords: gifted African American high school students; perceptions of the high school experience for gifted African American students; representation and continued participation of gifted African American students

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APA (6th Edition):

Inman, L. D. (2010). The placement and participation of gifted African American students in advanced academic services: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089

Chicago Manual of Style (16th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089.

MLA Handbook (7th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Web. 10 Jul 2020.

Vancouver:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089.

Council of Science Editors:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089


University of Missouri – Kansas City

3. King, Makini Lateefah, 1981-. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .

Degree: 2013, University of Missouri – Kansas City

African American students continue to be an underrepresented population in institutions of higher education. This study uses Mickelson’s Attitude-Achievement Paradox to explain the effect of… (more)

Subjects/Keywords: African American; High school students; Aspirations; Expectations

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APA (6th Edition):

King, Makini Lateefah, 1. (2013). The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . (Thesis). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/45500

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, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Thesis, University of Missouri – Kansas City. Accessed July 10, 2020. http://hdl.handle.net/10355/45500.

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

MLA Handbook (7th Edition):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Web. 10 Jul 2020.

Vancouver:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Internet] [Thesis]. University of Missouri – Kansas City; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10355/45500.

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

Council of Science Editors:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Thesis]. University of Missouri – Kansas City; 2013. Available from: http://hdl.handle.net/10355/45500

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


The Ohio State University

4. Mayes, Renae Danielle. "How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners.

Degree: PhD, EDU Physical Activity and Educational Services, 2013, The Ohio State University

 This qualitative study examined the perceptions, attitudes, and experiences of twice exceptional African American students in K-12 urban schools. Additionally, this study investigated the experiences… (more)

Subjects/Keywords: Gifted Education; School Counseling; Special Education; Education; Special Education; Gifted Education; African American Students; School Counseling; Urban Schooling

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APA (6th Edition):

Mayes, R. D. (2013). "How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1374216089

Chicago Manual of Style (16th Edition):

Mayes, Renae Danielle. “"How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners.” 2013. Doctoral Dissertation, The Ohio State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374216089.

MLA Handbook (7th Edition):

Mayes, Renae Danielle. “"How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners.” 2013. Web. 10 Jul 2020.

Vancouver:

Mayes RD. "How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1374216089.

Council of Science Editors:

Mayes RD. "How are they being helped if I don't even know about it?": Adversity and pitfalls of twice exceptional urban learners. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1374216089


University of Georgia

5. Harris, Winfred Glynne. The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students.

Degree: PhD, Educational Psychology, 2011, University of Georgia

 This dissertation focuses on the “acting White” phenomenon (e.g., Carter, 2006; Ford, Grantham, & Whiting, 2008b; Fordham & Ogbu, 1986), as it pertains to Black… (more)

Subjects/Keywords: Acting White; African American; Gifted Students; Bullying

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APA (6th Edition):

Harris, W. G. (2011). The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd

Chicago Manual of Style (16th Edition):

Harris, Winfred Glynne. “The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd.

MLA Handbook (7th Edition):

Harris, Winfred Glynne. “The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students.” 2011. Web. 10 Jul 2020.

Vancouver:

Harris WG. The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd.

Council of Science Editors:

Harris WG. The influence of the “acting white” phenomenon in the achievement experiences of academically successful African American college students. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/harris_winfred_g_201108_phd


University of Missouri – Columbia

6. 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 http://hdl.handle.net/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 July 10, 2020. http://hdl.handle.net/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. 10 Jul 2020.

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 2020 Jul 10]. Available from: http://hdl.handle.net/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: http://hdl.handle.net/10355/59839

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


Northeastern University

7. Jackson, Bridgette Y. Understanding African American male perceptions of suspension: a narrative study.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this narrative study was to gain an in-depth understanding of the perceptions of African American males and suspension in grades 9-12. The… (more)

Subjects/Keywords: African American male perceptions; suspensions; Student suspension; School discipline; African American dropouts; African American high school students; African American men; Education (Secondary); High school dropouts

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APA (6th Edition):

Jackson, B. Y. (2016). Understanding African American male perceptions of suspension: a narrative study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208523

Chicago Manual of Style (16th Edition):

Jackson, Bridgette Y. “Understanding African American male perceptions of suspension: a narrative study.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 10, 2020. http://hdl.handle.net/2047/D20208523.

MLA Handbook (7th Edition):

Jackson, Bridgette Y. “Understanding African American male perceptions of suspension: a narrative study.” 2016. Web. 10 Jul 2020.

Vancouver:

Jackson BY. Understanding African American male perceptions of suspension: a narrative study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2047/D20208523.

Council of Science Editors:

Jackson BY. Understanding African American male perceptions of suspension: a narrative study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208523


San Jose State University

8. Kennedy, Annette Renee. Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences.

Degree: Doctor of Education (EdD), Education, 2019, San Jose State University

  California continues to tackle blatant racist acts within school systems across the state as recent headlines read, “Deeply offensive blackface video of California high(more)

Subjects/Keywords: African American students; Black students; High School Students; Kindezi Inspired Structured Schools; KISS Model; Microaggressions

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APA (6th Edition):

Kennedy, A. R. (2019). Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/33

Chicago Manual of Style (16th Edition):

Kennedy, Annette Renee. “Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences.” 2019. Doctoral Dissertation, San Jose State University. Accessed July 10, 2020. https://scholarworks.sjsu.edu/etd_dissertations/33.

MLA Handbook (7th Edition):

Kennedy, Annette Renee. “Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences.” 2019. Web. 10 Jul 2020.

Vancouver:

Kennedy AR. Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences. [Internet] [Doctoral dissertation]. San Jose State University; 2019. [cited 2020 Jul 10]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/33.

Council of Science Editors:

Kennedy AR. Students of Black or African American Ancestry in Grades 10th -12th Perceptions of Their Schooling Experiences. [Doctoral Dissertation]. San Jose State University; 2019. Available from: https://scholarworks.sjsu.edu/etd_dissertations/33

9. Williams, Melita J. What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males.

Degree: Thesis (D. Ed.), 2015, Ball State University

 The achievement gap refers to the disparity in the academic performance between groups of students. According to current research, there is an academic achievement gap… (more)

Subjects/Keywords: Academic achievement.; Education, Secondary.; African American high school boys  – Attitudes.; High school students, White  – Attitudes.

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APA (6th Edition):

Williams, M. J. (2015). What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200125

Chicago Manual of Style (16th Edition):

Williams, Melita J. “What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males.” 2015. Doctoral Dissertation, Ball State University. Accessed July 10, 2020. http://cardinalscholar.bsu.edu/handle/123456789/200125.

MLA Handbook (7th Edition):

Williams, Melita J. “What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males.” 2015. Web. 10 Jul 2020.

Vancouver:

Williams MJ. What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2020 Jul 10]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200125.

Council of Science Editors:

Williams MJ. What happens to a dream deferred? : a study of the academic achievement of black males from an affluent high school: Title on signature form: What happens to a dream deferred? : a research study in the academic achievement of African American males. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200125


University of Kentucky

10. Murray, Natasha L. EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS.

Degree: 2018, University of Kentucky

 Public school systems in America continue to show unequal learning outcomes for African American students. This investigation seeks to understand salient factors that are critical… (more)

Subjects/Keywords: Academic Resilience; African American; High School Students; Educational Psychology

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APA (6th Edition):

Murray, N. L. (2018). EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edp_etds/73

Chicago Manual of Style (16th Edition):

Murray, Natasha L. “EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS.” 2018. Doctoral Dissertation, University of Kentucky. Accessed July 10, 2020. https://uknowledge.uky.edu/edp_etds/73.

MLA Handbook (7th Edition):

Murray, Natasha L. “EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS.” 2018. Web. 10 Jul 2020.

Vancouver:

Murray NL. EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2020 Jul 10]. Available from: https://uknowledge.uky.edu/edp_etds/73.

Council of Science Editors:

Murray NL. EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS. [Doctoral Dissertation]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edp_etds/73


University of Minnesota

11. Gbolo, Simone Zazama. African American student experiences: a networking group in high school.

Degree: MA, Multicultural Teaching and Learning, 2013, University of Minnesota

 The achievement gap between ethnic minorities and majority students is currently a significant problem. This study seeks to explore one school's attempt to improve experiences… (more)

Subjects/Keywords: African American; Educational Achievement gap; High School Students

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APA (6th Edition):

Gbolo, S. Z. (2013). African American student experiences: a networking group in high school. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162330

Chicago Manual of Style (16th Edition):

Gbolo, Simone Zazama. “African American student experiences: a networking group in high school.” 2013. Masters Thesis, University of Minnesota. Accessed July 10, 2020. http://hdl.handle.net/11299/162330.

MLA Handbook (7th Edition):

Gbolo, Simone Zazama. “African American student experiences: a networking group in high school.” 2013. Web. 10 Jul 2020.

Vancouver:

Gbolo SZ. African American student experiences: a networking group in high school. [Internet] [Masters thesis]. University of Minnesota; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11299/162330.

Council of Science Editors:

Gbolo SZ. African American student experiences: a networking group in high school. [Masters Thesis]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/162330

12. Frazier, Andrea D. Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students.

Degree: PhD, 2009, Ball State University

 This study has looked at the temporal and multidimensional self in high-ability African American males attending a specialized school for high-ability youth. Interviews were conducted… (more)

Subjects/Keywords: Self-perception in adolescence.; Academic achievement.; African American high school students  – Psychology.; High school boys  – Psychology.; Gifted teenagers  – Psychology.

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

APA (6th Edition):

Frazier, A. D. (2009). Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193401

Chicago Manual of Style (16th Edition):

Frazier, Andrea D. “Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students.” 2009. Doctoral Dissertation, Ball State University. Accessed July 10, 2020. http://cardinalscholar.bsu.edu/handle/123456789/193401.

MLA Handbook (7th Edition):

Frazier, Andrea D. “Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students.” 2009. Web. 10 Jul 2020.

Vancouver:

Frazier AD. Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students. [Internet] [Doctoral dissertation]. Ball State University; 2009. [cited 2020 Jul 10]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193401.

Council of Science Editors:

Frazier AD. Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students. [Doctoral Dissertation]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193401


The Ohio State University

13. Smith, Kirsten J. "Success has always been attractive to me:"Voices of Gifted, Black Males.

Degree: PhD, EDU Policy and Leadership, 2018, The Ohio State University

 This qualitative study used social capital theory as the interpretive lens to examine the achievement attitudes, gifted identification, racial identity development, beliefs, and behaviors of… (more)

Subjects/Keywords: Education Policy; Education; gifted; African American; Black; academic achievement; underachievement; gifted education; male; high school; urban; school district; institutional agents; academic isolation; expectations; multicultural; cultural competency; opportunity structures

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

APA (6th Edition):

Smith, K. J. (2018). "Success has always been attractive to me:"Voices of Gifted, Black Males. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1515119229744012

Chicago Manual of Style (16th Edition):

Smith, Kirsten J. “"Success has always been attractive to me:"Voices of Gifted, Black Males.” 2018. Doctoral Dissertation, The Ohio State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1515119229744012.

MLA Handbook (7th Edition):

Smith, Kirsten J. “"Success has always been attractive to me:"Voices of Gifted, Black Males.” 2018. Web. 10 Jul 2020.

Vancouver:

Smith KJ. "Success has always been attractive to me:"Voices of Gifted, Black Males. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1515119229744012.

Council of Science Editors:

Smith KJ. "Success has always been attractive to me:"Voices of Gifted, Black Males. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1515119229744012


East Tennessee State University

14. Pennington, Yvette. Cyberbullying Incidents Among African American Female Middle School Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported… (more)

Subjects/Keywords: : Cyberbullying; Traditional Bullying; Incidents; African American; Middle School Students; High School Student; Education; Educational Leadership

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APA (6th Edition):

Pennington, Y. (2017). Cyberbullying Incidents Among African American Female Middle School Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3280

Chicago Manual of Style (16th Edition):

Pennington, Yvette. “Cyberbullying Incidents Among African American Female Middle School Students.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed July 10, 2020. https://dc.etsu.edu/etd/3280.

MLA Handbook (7th Edition):

Pennington, Yvette. “Cyberbullying Incidents Among African American Female Middle School Students.” 2017. Web. 10 Jul 2020.

Vancouver:

Pennington Y. Cyberbullying Incidents Among African American Female Middle School Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2020 Jul 10]. Available from: https://dc.etsu.edu/etd/3280.

Council of Science Editors:

Pennington Y. Cyberbullying Incidents Among African American Female Middle School Students. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3280


University of Florida

15. Orrock, Jason S. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.

Degree: PhD, Marriage and Family Counseling - Human Development and Organizational Studies in Education, 2012, University of Florida

 Through an ecological systems perspective, this study explores factors that influence successful academic achievement for at-risk African American males. The purpose of this qualitative study… (more)

Subjects/Keywords: Academic achievement; Academic communities; African American culture; African American studies; African Americans; Black communities; High school students; High schools; Racism; Schools; academic  – achievement  – african  – american  – at-risk  – male  – qualitative  – success

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

APA (6th Edition):

Orrock, J. S. (2012). Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044617

Chicago Manual of Style (16th Edition):

Orrock, Jason S. “Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.” 2012. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0044617.

MLA Handbook (7th Edition):

Orrock, Jason S. “Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.” 2012. Web. 10 Jul 2020.

Vancouver:

Orrock JS. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0044617.

Council of Science Editors:

Orrock JS. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044617


University of Alabama

16. Simmons, Livia Ann. Academic performance differences among male and female African American students: an urban high school study.

Degree: 2010, University of Alabama

 The purpose of this study was to examine differences between male and female African American high school students in an urban setting. The participants were… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational Administration; African American Studies; Secondary Education; African American; high school; students; urban

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

APA (6th Edition):

Simmons, L. A. (2010). Academic performance differences among male and female African American students: an urban high school study. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/21263

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):

Simmons, Livia Ann. “Academic performance differences among male and female African American students: an urban high school study.” 2010. Thesis, University of Alabama. Accessed July 10, 2020. http://purl.lib.ua.edu/21263.

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

MLA Handbook (7th Edition):

Simmons, Livia Ann. “Academic performance differences among male and female African American students: an urban high school study.” 2010. Web. 10 Jul 2020.

Vancouver:

Simmons LA. Academic performance differences among male and female African American students: an urban high school study. [Internet] [Thesis]. University of Alabama; 2010. [cited 2020 Jul 10]. Available from: http://purl.lib.ua.edu/21263.

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

Council of Science Editors:

Simmons LA. Academic performance differences among male and female African American students: an urban high school study. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/21263

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


Loyola University Chicago

17. Baker, Gregory Pierre. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.

Degree: PhD, Education, 2015, Loyola University Chicago

  Parents have tremendous influence in the lives of their children. As a result, it is valuable to investigate how high school parents participate in… (more)

Subjects/Keywords: African American Fathers; Case Study; Educators and Parent Participation; High School Students; Parent Participation; African American Studies

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

APA (6th Edition):

Baker, G. P. (2015). Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1629

Chicago Manual of Style (16th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Doctoral Dissertation, Loyola University Chicago. Accessed July 10, 2020. https://ecommons.luc.edu/luc_diss/1629.

MLA Handbook (7th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Web. 10 Jul 2020.

Vancouver:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2015. [cited 2020 Jul 10]. Available from: https://ecommons.luc.edu/luc_diss/1629.

Council of Science Editors:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Doctoral Dissertation]. Loyola University Chicago; 2015. Available from: https://ecommons.luc.edu/luc_diss/1629


University of Florida

18. Edwards, Anntwanique Devonne. African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2012, University of Florida

 Dropping out of school has serious social and economic consequences for our society.  The dropout rate is overwhelmingly represented by African-American male students. While educational literature… (more)

Subjects/Keywords: Academic achievement; African Americans; Educational research; High school students; High schools; Minority group students; School dropouts; Schools; Students; Teachers; achievement  – achievement-gap  – african-american  – black

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

APA (6th Edition):

Edwards, A. D. (2012). African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0041640

Chicago Manual of Style (16th Edition):

Edwards, Anntwanique Devonne. “African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School.” 2012. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0041640.

MLA Handbook (7th Edition):

Edwards, Anntwanique Devonne. “African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School.” 2012. Web. 10 Jul 2020.

Vancouver:

Edwards AD. African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0041640.

Council of Science Editors:

Edwards AD. African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0041640


University of California – Berkeley

19. Simmons, Crystal Marie. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.

Degree: Education, 2011, University of California – Berkeley

 AbstractReducing Stereotype Threat in Academically At-Risk African- Americans Students: A Self- Affirmation InterventionbyCrystal Marie SimmonsDoctor of Philosophy in EducationUniversity of California, BerkeleyProfessor Frank C. Worrell,… (more)

Subjects/Keywords: Educational psychology; African-American high school students; self-affirmation intervention; stereotype threat

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

APA (6th Edition):

Simmons, C. M. (2011). Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3293q2rc

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):

Simmons, Crystal Marie. “Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.” 2011. Thesis, University of California – Berkeley. Accessed July 10, 2020. http://www.escholarship.org/uc/item/3293q2rc.

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

MLA Handbook (7th Edition):

Simmons, Crystal Marie. “Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.” 2011. Web. 10 Jul 2020.

Vancouver:

Simmons CM. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Jul 10]. Available from: http://www.escholarship.org/uc/item/3293q2rc.

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

Council of Science Editors:

Simmons CM. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/3293q2rc

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


California State University – Sacramento

20. Easley, Chandler Morgan. Stay tuned: the influence of classroom environment and student engagement on the discipline gap in high school students of color.

Degree: 2019, California State University – Sacramento

 Decades-long reliance on exclusionary practices in response to unwanted behaviors in high schools has resulted in a discipline gap, or a trend in which students(more)

Subjects/Keywords: African American high school students; Clasrooms observations; Student interviews; Student behavior; Teacher's role; Cultural responsiveness

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

APA (6th Edition):

Easley, C. M. (2019). Stay tuned: the influence of classroom environment and student engagement on the discipline gap in high school students of color. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210182

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):

Easley, Chandler Morgan. “Stay tuned: the influence of classroom environment and student engagement on the discipline gap in high school students of color.” 2019. Thesis, California State University – Sacramento. Accessed July 10, 2020. http://hdl.handle.net/10211.3/210182.

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

MLA Handbook (7th Edition):

Easley, Chandler Morgan. “Stay tuned: the influence of classroom environment and student engagement on the discipline gap in high school students of color.” 2019. Web. 10 Jul 2020.

Vancouver:

Easley CM. Stay tuned: the influence of classroom environment and student engagement on the discipline gap in high school students of color. [Internet] [Thesis]. California State University – Sacramento; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.3/210182.

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

Council of Science Editors:

Easley CM. Stay tuned: the influence of classroom environment and student engagement on the discipline gap in high school students of color. [Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210182

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


University of Florida

21. Hamilton, Sam. Procedural Slaves Liberating Digital Classrooms through African-American Rhetoric.

Degree: MA, English, 2012, University of Florida

 There exists a long history of conceiving of students as slaves. The procedural rhetoric of education/schooling/training forms this rhetorical and pedagogical position. This same procedural… (more)

Subjects/Keywords: Classrooms; College students; High school students; History instruction; Rhetoric; Slavery; Students; Teachers; Writing instruction; Written composition; african-american  – digital  – education  – rhetoric

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APA (6th Edition):

Hamilton, S. (2012). Procedural Slaves Liberating Digital Classrooms through African-American Rhetoric. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044272

Chicago Manual of Style (16th Edition):

Hamilton, Sam. “Procedural Slaves Liberating Digital Classrooms through African-American Rhetoric.” 2012. Masters Thesis, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0044272.

MLA Handbook (7th Edition):

Hamilton, Sam. “Procedural Slaves Liberating Digital Classrooms through African-American Rhetoric.” 2012. Web. 10 Jul 2020.

Vancouver:

Hamilton S. Procedural Slaves Liberating Digital Classrooms through African-American Rhetoric. [Internet] [Masters thesis]. University of Florida; 2012. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0044272.

Council of Science Editors:

Hamilton S. Procedural Slaves Liberating Digital Classrooms through African-American Rhetoric. [Masters Thesis]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044272


Georgia Southern University

22. Barnes, Jhondra Anderson. Overcoming the Odds: The Success Story of an African American Gifted Male Student.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2011, Georgia Southern University

 The purpose of this research was to identify how and why some African American students included in gifted programs maintain academic and social success. Data… (more)

Subjects/Keywords: ETD; African American gifted male students; Identification of African America gifted students; Retention of African American gifted students; Critical race theory; Social cognitive theory; Behavior traits of African American gifted students; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Barnes, J. A. (2011). Overcoming the Odds: The Success Story of an African American Gifted Male Student. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/554

Chicago Manual of Style (16th Edition):

Barnes, Jhondra Anderson. “Overcoming the Odds: The Success Story of an African American Gifted Male Student.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed July 10, 2020. https://digitalcommons.georgiasouthern.edu/etd/554.

MLA Handbook (7th Edition):

Barnes, Jhondra Anderson. “Overcoming the Odds: The Success Story of an African American Gifted Male Student.” 2011. Web. 10 Jul 2020.

Vancouver:

Barnes JA. Overcoming the Odds: The Success Story of an African American Gifted Male Student. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2020 Jul 10]. Available from: https://digitalcommons.georgiasouthern.edu/etd/554.

Council of Science Editors:

Barnes JA. Overcoming the Odds: The Success Story of an African American Gifted Male Student. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/554


East Carolina University

23. Campbell, Elaine A. EQUITY AND ACCESS : EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS: Equity and access : examining opportunities of advanced placement® for African American students.

Degree: EdD, Educational Leadership, 2014, East Carolina University

 This research study used Invitational Education Theory to examine the attitudes and perceptions educators have concerning college-level coursework and the potential impact these attitudes and… (more)

Subjects/Keywords: Educational leadership; High school teachers – North Carolina – Attitudes; African American high school students – North Carolina; Advanced placement programs (Education)

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

APA (6th Edition):

Campbell, E. A. (2014). EQUITY AND ACCESS : EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS: Equity and access : examining opportunities of advanced placement® for African American students. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/4630

Chicago Manual of Style (16th Edition):

Campbell, Elaine A. “EQUITY AND ACCESS : EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS: Equity and access : examining opportunities of advanced placement® for African American students.” 2014. Doctoral Dissertation, East Carolina University. Accessed July 10, 2020. http://hdl.handle.net/10342/4630.

MLA Handbook (7th Edition):

Campbell, Elaine A. “EQUITY AND ACCESS : EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS: Equity and access : examining opportunities of advanced placement® for African American students.” 2014. Web. 10 Jul 2020.

Vancouver:

Campbell EA. EQUITY AND ACCESS : EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS: Equity and access : examining opportunities of advanced placement® for African American students. [Internet] [Doctoral dissertation]. East Carolina University; 2014. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10342/4630.

Council of Science Editors:

Campbell EA. EQUITY AND ACCESS : EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS: Equity and access : examining opportunities of advanced placement® for African American students. [Doctoral Dissertation]. East Carolina University; 2014. Available from: http://hdl.handle.net/10342/4630

24. Whiteman, Violet Keene. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.

Degree: PhD, Educ Foundations & Leadership, 2018, Old Dominion University

  The purpose of this case study was to describe middle school leaders’ conceptualizations of caring teacher behaviors for African American middle school students. The… (more)

Subjects/Keywords: African American middle school students; Care; Middle school leaders; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Whiteman, V. K. (2018). School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59

Chicago Manual of Style (16th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Doctoral Dissertation, Old Dominion University. Accessed July 10, 2020. 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

MLA Handbook (7th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Web. 10 Jul 2020.

Vancouver:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2020 Jul 10]. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

Council of Science Editors:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59


University of North Carolina – Greensboro

25. Eades, Mark P. Social support, school engagement, and academic achievement in a sample of African American male high school students.

Degree: 2014, University of North Carolina – Greensboro

 Research has consistently shown that African American male students have lower grade point averages (GPAs) (McGuire, 2005), lower standardized test scores (Sims, 2012), lower class… (more)

Subjects/Keywords: African American high school students – North Carolina – Social conditions; African American high school students – Education – North Carolina; African American young men – Education – North Carolina; African American young men – North Carolina – Social conditions; Academic achievement – Social aspects – North Carolina

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APA (6th Edition):

Eades, M. P. (2014). Social support, school engagement, and academic achievement in a sample of African American male high school students. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16563

Chicago Manual of Style (16th Edition):

Eades, Mark P. “Social support, school engagement, and academic achievement in a sample of African American male high school students.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 10, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16563.

MLA Handbook (7th Edition):

Eades, Mark P. “Social support, school engagement, and academic achievement in a sample of African American male high school students.” 2014. Web. 10 Jul 2020.

Vancouver:

Eades MP. Social support, school engagement, and academic achievement in a sample of African American male high school students. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2020 Jul 10]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16563.

Council of Science Editors:

Eades MP. Social support, school engagement, and academic achievement in a sample of African American male high school students. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16563


Columbia University

26. Meyers, Makila Samia. Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs.

Degree: 2018, Columbia University

High-achieving African American students are not immune to the issues that underlie racial inequalities in school achievement. There is much to learn from these students(more)

Subjects/Keywords: Education; Education, Secondary; African American students; Gifted children – Education; Academic achievement; Minority college students – Recruiting

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APA (6th Edition):

Meyers, M. S. (2018). Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8F495J3

Chicago Manual of Style (16th Edition):

Meyers, Makila Samia. “Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs.” 2018. Doctoral Dissertation, Columbia University. Accessed July 10, 2020. https://doi.org/10.7916/D8F495J3.

MLA Handbook (7th Edition):

Meyers, Makila Samia. “Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs.” 2018. Web. 10 Jul 2020.

Vancouver:

Meyers MS. Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2020 Jul 10]. Available from: https://doi.org/10.7916/D8F495J3.

Council of Science Editors:

Meyers MS. Creating a Culture of the Deserving: African American Students’ Experiences in Minority Recruitment Programs. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8F495J3


Texas A&M University

27. Rose, Shirley A. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.

Degree: 2013, Texas A&M University

 The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of… (more)

Subjects/Keywords: African American Female Administrators; African American Female; High School Principals; Black High School Principals; African American High School Administrators

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

APA (6th Edition):

Rose, S. A. (2013). An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149360

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):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/149360.

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

MLA Handbook (7th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Web. 10 Jul 2020.

Vancouver:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/149360.

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

Council of Science Editors:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149360

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


University of Florida

28. Singleton, Melissa P. Black Males’ Perceptions of Their High School Success.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2012, University of Florida

 The purpose of this study was to examine various factors that influenced high school Black males’ perceptions of their academic performance. Black males in grades… (more)

Subjects/Keywords: Academic achievement; African American culture; Classrooms; Educational research; Focus groups; High school students; High schools; Schools; Students; Teachers; black  – high  – male  – school  – success

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

APA (6th Edition):

Singleton, M. P. (2012). Black Males’ Perceptions of Their High School Success. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043909

Chicago Manual of Style (16th Edition):

Singleton, Melissa P. “Black Males’ Perceptions of Their High School Success.” 2012. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0043909.

MLA Handbook (7th Edition):

Singleton, Melissa P. “Black Males’ Perceptions of Their High School Success.” 2012. Web. 10 Jul 2020.

Vancouver:

Singleton MP. Black Males’ Perceptions of Their High School Success. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0043909.

Council of Science Editors:

Singleton MP. Black Males’ Perceptions of Their High School Success. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0043909


California State University – Sacramento

29. Hamilton, Gwendolyn Louise. School achievement and family involvement of African American male students in elementary school.

Degree: MA, Education (Multicultural Education, 2012, California State University – Sacramento

African American male students in particular have the greatest challenges within school the school system (Fremon & Hamilton, 1997). These students need patient teachers and… (more)

Subjects/Keywords: African American males; Elementary School students

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APA (6th Edition):

Hamilton, G. L. (2012). School achievement and family involvement of African American male students in elementary school. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1856

Chicago Manual of Style (16th Edition):

Hamilton, Gwendolyn Louise. “School achievement and family involvement of African American male students in elementary school.” 2012. Masters Thesis, California State University – Sacramento. Accessed July 10, 2020. http://hdl.handle.net/10211.9/1856.

MLA Handbook (7th Edition):

Hamilton, Gwendolyn Louise. “School achievement and family involvement of African American male students in elementary school.” 2012. Web. 10 Jul 2020.

Vancouver:

Hamilton GL. School achievement and family involvement of African American male students in elementary school. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.9/1856.

Council of Science Editors:

Hamilton GL. School achievement and family involvement of African American male students in elementary school. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1856


University of Southern California

30. Calloway, Letitia ReNaé. Factors that influence the identification of elementary African American students as potentially gifted learners.

Degree: EdD, Education, 2012, University of Southern California

 The purpose of this research study was to examine factors that influence the identification of elementary African American students for gifted programs and to discover… (more)

Subjects/Keywords: identification; elementary; african american; gifted

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

APA (6th Edition):

Calloway, L. R. (2012). Factors that influence the identification of elementary African American students as potentially gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742

Chicago Manual of Style (16th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742.

MLA Handbook (7th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Web. 10 Jul 2020.

Vancouver:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742.

Council of Science Editors:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2742

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