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You searched for subject:(minority students). Showing records 1 – 30 of 385 total matches.

[1] [2] [3] [4] [5] … [13]

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California State University – Sacramento

1. Hajek, Kristina N. Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 Although enrollment at post-secondary institutions is up overall, there is still a significant gap between the percentages of Caucasian students that attend a post-secondary institution… (more)

Subjects/Keywords: College applications; Admissions; Minority students

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APA (6th Edition):

Hajek, K. N. (2010). Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/157

Chicago Manual of Style (16th Edition):

Hajek, Kristina N. “Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 13, 2019. http://hdl.handle.net/10211.9/157.

MLA Handbook (7th Edition):

Hajek, Kristina N. “Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams.” 2010. Web. 13 Oct 2019.

Vancouver:

Hajek KN. Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10211.9/157.

Council of Science Editors:

Hajek KN. Apply yourself! Helping low socio-economic status Latino and African American students achieve their post-secondary dreams. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/157


Virginia Tech

2. Lipp, Jane H. Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 A pertinent educational issue in our country today is the minority achievement gap. One specific program that has been developed and implemented over the last… (more)

Subjects/Keywords: Minority Students; AP Program Enrollment

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APA (6th Edition):

Lipp, J. H. (2011). Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26689

Chicago Manual of Style (16th Edition):

Lipp, Jane H. “Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/26689.

MLA Handbook (7th Edition):

Lipp, Jane H. “Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses.” 2011. Web. 13 Oct 2019.

Vancouver:

Lipp JH. Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/26689.

Council of Science Editors:

Lipp JH. Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26689


University of Houston

3. Conston, Toya. An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution.

Degree: Educational Psychology, Department of, 2014, University of Houston

 Student mobility is a complex phenomenon that has been defined in various ways in research: transfer, swirling, double-dipping, and zig-zag (Adelman, 2006; McCormick, 2003; Townley,… (more)

Subjects/Keywords: Transfer students; persistence; minority students; minority serving institution

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APA (6th Edition):

Conston, T. (2014). An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1421

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):

Conston, Toya. “An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution.” 2014. Thesis, University of Houston. Accessed October 13, 2019. http://hdl.handle.net/10657/1421.

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

MLA Handbook (7th Edition):

Conston, Toya. “An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution.” 2014. Web. 13 Oct 2019.

Vancouver:

Conston T. An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10657/1421.

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

Council of Science Editors:

Conston T. An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1421

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


Latrobe University

4. Duong, Mong Ha. A phenomenographic study of minority students' perceptions of influences on their academic performance.

Degree: 2013, Latrobe University

Thesis (Doctorate) - La Trobe University, 2013

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Minority students  – Vietnam  – Attitudes.; Students  – Vietnam  – Attitudes.; Minority students  – Vietnam.; Phenomenological sociology.

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APA (6th Edition):

Duong, M. H. (2013). A phenomenographic study of minority students' perceptions of influences on their academic performance. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/538946

Chicago Manual of Style (16th Edition):

Duong, Mong Ha. “A phenomenographic study of minority students' perceptions of influences on their academic performance.” 2013. Doctoral Dissertation, Latrobe University. Accessed October 13, 2019. http://hdl.handle.net/1959.9/538946.

MLA Handbook (7th Edition):

Duong, Mong Ha. “A phenomenographic study of minority students' perceptions of influences on their academic performance.” 2013. Web. 13 Oct 2019.

Vancouver:

Duong MH. A phenomenographic study of minority students' perceptions of influences on their academic performance. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1959.9/538946.

Council of Science Editors:

Duong MH. A phenomenographic study of minority students' perceptions of influences on their academic performance. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/538946

5. Pham, Tri. Stressors experienced by male minority student nurses while completing a baccalaureate program.

Degree: MS, Nursing, 2011, Texas Woman's University

 This phenomenological study, using Edmund Husserl's descriptive phenomenology, explored the stressors experienced by male minority student nurses while completing a baccalaureate program. The purpose of… (more)

Subjects/Keywords: Male college students; Minority college students; Foreign nursing students

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APA (6th Edition):

Pham, T. (2011). Stressors experienced by male minority student nurses while completing a baccalaureate program. (Masters Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/5826

Chicago Manual of Style (16th Edition):

Pham, Tri. “Stressors experienced by male minority student nurses while completing a baccalaureate program.” 2011. Masters Thesis, Texas Woman's University. Accessed October 13, 2019. http://hdl.handle.net/11274/5826.

MLA Handbook (7th Edition):

Pham, Tri. “Stressors experienced by male minority student nurses while completing a baccalaureate program.” 2011. Web. 13 Oct 2019.

Vancouver:

Pham T. Stressors experienced by male minority student nurses while completing a baccalaureate program. [Internet] [Masters thesis]. Texas Woman's University; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11274/5826.

Council of Science Editors:

Pham T. Stressors experienced by male minority student nurses while completing a baccalaureate program. [Masters Thesis]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/5826


University of Hong Kong

6. Lee, Cynthia Peggy. Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences.

Degree: MEd, 2016, University of Hong Kong

The issues of concern behind this research are the low academic achievement and university attendance rates among ethnic minority (EM) students in local Hong Kong… (more)

Subjects/Keywords: Minority students - China - Hong Kong - Attitudes

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APA (6th Edition):

Lee, C. P. (2016). Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/240597

Chicago Manual of Style (16th Edition):

Lee, Cynthia Peggy. “Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences.” 2016. Masters Thesis, University of Hong Kong. Accessed October 13, 2019. http://hdl.handle.net/10722/240597.

MLA Handbook (7th Edition):

Lee, Cynthia Peggy. “Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences.” 2016. Web. 13 Oct 2019.

Vancouver:

Lee CP. Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10722/240597.

Council of Science Editors:

Lee CP. Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences. [Masters Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/240597


University of Hong Kong

7. Arat, Gizem. Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context : a mixed-methods study.

Degree: PhD, 2017, University of Hong Kong

 Adolescence, transition from childhood to adulthood, is relatively difficult for non-ethnic majority youth to display optimal health given the integration to the receiving country is… (more)

Subjects/Keywords: Hong Kong - Minority students - Mental health - China

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APA (6th Edition):

Arat, G. (2017). Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context : a mixed-methods study. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/244327

Chicago Manual of Style (16th Edition):

Arat, Gizem. “Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context : a mixed-methods study.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed October 13, 2019. http://hdl.handle.net/10722/244327.

MLA Handbook (7th Edition):

Arat, Gizem. “Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context : a mixed-methods study.” 2017. Web. 13 Oct 2019.

Vancouver:

Arat G. Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context : a mixed-methods study. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10722/244327.

Council of Science Editors:

Arat G. Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context : a mixed-methods study. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/244327

8. Kuhny, Thomas. Forms of Bias and Their Impact on Disproportionality in School Discipline .

Degree: 2017, California State University – San Marcos

 Initially, this paper explores fifteen published articles that report on the disproportionate amount of disciplinary actions handed out along racial lines in U.S. public schools.… (more)

Subjects/Keywords: student discipline; racial bias; minority students

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APA (6th Edition):

Kuhny, T. (2017). Forms of Bias and Their Impact on Disproportionality in School Discipline . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194762

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):

Kuhny, Thomas. “Forms of Bias and Their Impact on Disproportionality in School Discipline .” 2017. Thesis, California State University – San Marcos. Accessed October 13, 2019. http://hdl.handle.net/10211.3/194762.

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

MLA Handbook (7th Edition):

Kuhny, Thomas. “Forms of Bias and Their Impact on Disproportionality in School Discipline .” 2017. Web. 13 Oct 2019.

Vancouver:

Kuhny T. Forms of Bias and Their Impact on Disproportionality in School Discipline . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10211.3/194762.

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

Council of Science Editors:

Kuhny T. Forms of Bias and Their Impact on Disproportionality in School Discipline . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194762

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

9. Diggs, Gwendolyn Smith. COPING AND ITS RELATION TO RETENTION AMONG MALE MINORITY NURSING STUDENTS IN AN ASSOCIATE DEGREE NURSING PROGRAM IN A SOUTH TEXAS COMMUNITY COLLEGE: AN EXPLANATORY SEQUENTIAL MIXED METHODS INQUIRY .

Degree: 2014, Texas A&M University – Corpus Christi

 In Texas, there is an increase in the enrollment of men of various ethnicities in nursing schools, especially Associate Degree Nursing (ADN) programs. As these… (more)

Subjects/Keywords: Coping; Male; Minority; Nursing Retention; Students

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APA (6th Edition):

Diggs, G. S. (2014). COPING AND ITS RELATION TO RETENTION AMONG MALE MINORITY NURSING STUDENTS IN AN ASSOCIATE DEGREE NURSING PROGRAM IN A SOUTH TEXAS COMMUNITY COLLEGE: AN EXPLANATORY SEQUENTIAL MIXED METHODS INQUIRY . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/520

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):

Diggs, Gwendolyn Smith. “COPING AND ITS RELATION TO RETENTION AMONG MALE MINORITY NURSING STUDENTS IN AN ASSOCIATE DEGREE NURSING PROGRAM IN A SOUTH TEXAS COMMUNITY COLLEGE: AN EXPLANATORY SEQUENTIAL MIXED METHODS INQUIRY .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed October 13, 2019. http://hdl.handle.net/1969.6/520.

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

MLA Handbook (7th Edition):

Diggs, Gwendolyn Smith. “COPING AND ITS RELATION TO RETENTION AMONG MALE MINORITY NURSING STUDENTS IN AN ASSOCIATE DEGREE NURSING PROGRAM IN A SOUTH TEXAS COMMUNITY COLLEGE: AN EXPLANATORY SEQUENTIAL MIXED METHODS INQUIRY .” 2014. Web. 13 Oct 2019.

Vancouver:

Diggs GS. COPING AND ITS RELATION TO RETENTION AMONG MALE MINORITY NURSING STUDENTS IN AN ASSOCIATE DEGREE NURSING PROGRAM IN A SOUTH TEXAS COMMUNITY COLLEGE: AN EXPLANATORY SEQUENTIAL MIXED METHODS INQUIRY . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1969.6/520.

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

Council of Science Editors:

Diggs GS. COPING AND ITS RELATION TO RETENTION AMONG MALE MINORITY NURSING STUDENTS IN AN ASSOCIATE DEGREE NURSING PROGRAM IN A SOUTH TEXAS COMMUNITY COLLEGE: AN EXPLANATORY SEQUENTIAL MIXED METHODS INQUIRY . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/520

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


University of Wisconsin – Stout

10. Moore-Walker, Nannette P. Identified stressors of minority students enrolled in the University of Wisconsin-Stout.

Degree: 2004, University of Wisconsin – Stout

Subjects/Keywords: Minority students – Psychology

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APA (6th Edition):

Moore-Walker, N. P. (2004). Identified stressors of minority students enrolled in the University of Wisconsin-Stout. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2004/2004walkern.pdf ; http://digital.library.wisc.edu/1793/41499

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

Chicago Manual of Style (16th Edition):

Moore-Walker, Nannette P. “Identified stressors of minority students enrolled in the University of Wisconsin-Stout.” 2004. Thesis, University of Wisconsin – Stout. Accessed October 13, 2019. http://www.uwstout.edu/lib/thesis/2004/2004walkern.pdf ; http://digital.library.wisc.edu/1793/41499.

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

MLA Handbook (7th Edition):

Moore-Walker, Nannette P. “Identified stressors of minority students enrolled in the University of Wisconsin-Stout.” 2004. Web. 13 Oct 2019.

Vancouver:

Moore-Walker NP. Identified stressors of minority students enrolled in the University of Wisconsin-Stout. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2019 Oct 13]. Available from: http://www.uwstout.edu/lib/thesis/2004/2004walkern.pdf ; http://digital.library.wisc.edu/1793/41499.

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

Council of Science Editors:

Moore-Walker NP. Identified stressors of minority students enrolled in the University of Wisconsin-Stout. [Thesis]. University of Wisconsin – Stout; 2004. Available from: http://www.uwstout.edu/lib/thesis/2004/2004walkern.pdf ; http://digital.library.wisc.edu/1793/41499

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


Central Connecticut State University

11. Noble, Kara A., 1995-. How Subjects of Different Demographics Respond to the Mathnasium Method of Teaching.

Degree: Department of Mathematical Sciences, 2018, Central Connecticut State University

This study set out to explore the different independent predictor variables of subjects' age, race, and gender, to analyze if they have a significant affect… (more)

Subjects/Keywords: Mathematics – Study and teaching.; Minority students.

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APA (6th Edition):

Noble, Kara A., 1. (2018). How Subjects of Different Demographics Respond to the Mathnasium Method of Teaching. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2727

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):

Noble, Kara A., 1995-. “How Subjects of Different Demographics Respond to the Mathnasium Method of Teaching.” 2018. Thesis, Central Connecticut State University. Accessed October 13, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2727.

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

MLA Handbook (7th Edition):

Noble, Kara A., 1995-. “How Subjects of Different Demographics Respond to the Mathnasium Method of Teaching.” 2018. Web. 13 Oct 2019.

Vancouver:

Noble, Kara A. 1. How Subjects of Different Demographics Respond to the Mathnasium Method of Teaching. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Oct 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2727.

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

Council of Science Editors:

Noble, Kara A. 1. How Subjects of Different Demographics Respond to the Mathnasium Method of Teaching. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2727

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


George Mason University

12. Scruggs, Alisha K. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .

Degree: 2012, George Mason University

 This study explored what graduating seniors and university staff perceived contributed to high college completion rates of African American and Hispanic students at George Mason… (more)

Subjects/Keywords: College Completion; Minority Students; College Persistence

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APA (6th Edition):

Scruggs, A. K. (2012). Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7876

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):

Scruggs, Alisha K. “Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .” 2012. Thesis, George Mason University. Accessed October 13, 2019. http://hdl.handle.net/1920/7876.

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

MLA Handbook (7th Edition):

Scruggs, Alisha K. “Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .” 2012. Web. 13 Oct 2019.

Vancouver:

Scruggs AK. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1920/7876.

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

Council of Science Editors:

Scruggs AK. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7876

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


University of Missouri – Columbia

13. Cox, Donita. The International Baccalaureate program : access and navigation of underrepresented students.

Degree: 2016, University of Missouri – Columbia

 The International Baccalaureate (IB) program is a choice program that many high school students are increasingly participating in to gain acceptance to desired postsecondary institutions,… (more)

Subjects/Keywords: Minority college students; International Baccalaureate Diploma Programme

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APA (6th Edition):

Cox, D. (2016). The International Baccalaureate program : access and navigation of underrepresented students. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59826

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):

Cox, Donita. “The International Baccalaureate program : access and navigation of underrepresented students.” 2016. Thesis, University of Missouri – Columbia. Accessed October 13, 2019. http://hdl.handle.net/10355/59826.

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

MLA Handbook (7th Edition):

Cox, Donita. “The International Baccalaureate program : access and navigation of underrepresented students.” 2016. Web. 13 Oct 2019.

Vancouver:

Cox D. The International Baccalaureate program : access and navigation of underrepresented students. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10355/59826.

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

Council of Science Editors:

Cox D. The International Baccalaureate program : access and navigation of underrepresented students. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59826

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


University of New Mexico

14. Fallad-Mendoza, Dayra. FROM AT-RISK TO SCHOLAR: TRANSFORMATIONAL LEARNING AMONG UNDERGRADUATE RESEARCHERS'.

Degree: Organization, Information & Learning Sciences, 2016, University of New Mexico

 How do undergraduate research programs act as effective agents of perspective transformation among underrepresented students? El Puente Fellows is an undergraduate research program that provides… (more)

Subjects/Keywords: Transformational; undergraduate research; minority; Students; Master Narrative

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APA (6th Edition):

Fallad-Mendoza, D. (2016). FROM AT-RISK TO SCHOLAR: TRANSFORMATIONAL LEARNING AMONG UNDERGRADUATE RESEARCHERS'. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32946

Chicago Manual of Style (16th Edition):

Fallad-Mendoza, Dayra. “FROM AT-RISK TO SCHOLAR: TRANSFORMATIONAL LEARNING AMONG UNDERGRADUATE RESEARCHERS'.” 2016. Doctoral Dissertation, University of New Mexico. Accessed October 13, 2019. http://hdl.handle.net/1928/32946.

MLA Handbook (7th Edition):

Fallad-Mendoza, Dayra. “FROM AT-RISK TO SCHOLAR: TRANSFORMATIONAL LEARNING AMONG UNDERGRADUATE RESEARCHERS'.” 2016. Web. 13 Oct 2019.

Vancouver:

Fallad-Mendoza D. FROM AT-RISK TO SCHOLAR: TRANSFORMATIONAL LEARNING AMONG UNDERGRADUATE RESEARCHERS'. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1928/32946.

Council of Science Editors:

Fallad-Mendoza D. FROM AT-RISK TO SCHOLAR: TRANSFORMATIONAL LEARNING AMONG UNDERGRADUATE RESEARCHERS'. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32946


Texas Tech University

15. -2740-0085. The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses.

Degree: EdD, Higher Education, 2016, Texas Tech University

 Underrepresented minority students (URM) are lagging behind White and Asian students in graduating with STEM degrees. Peer education has been used throughout higher education institutions… (more)

Subjects/Keywords: PLTL; Under-represented minority students; academic performance

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APA (6th Edition):

-2740-0085. (2016). The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72329

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2740-0085. “The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses.” 2016. Doctoral Dissertation, Texas Tech University. Accessed October 13, 2019. http://hdl.handle.net/2346/72329.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2740-0085. “The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses.” 2016. Web. 13 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2740-0085. The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2346/72329.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2740-0085. The effects of peer-led team learning on pass rates, academic performance, and retention of under-represented minority students in STEM courses. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72329

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Southern California

16. DuPree, Jared Bernard. Strategies utilized by superintendents and mathematics district personnel that impact minority student outcomes in algebra.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies the constructs from effective instruction from the literature on teacher education to understand the impact of school district strategies on algebra outcomes… (more)

Subjects/Keywords: algebra; superintendent; minority students; district mathematics personnel

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

APA (6th Edition):

DuPree, J. B. (2013). Strategies utilized by superintendents and mathematics district personnel that impact minority student outcomes in algebra. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228595/rec/6091

Chicago Manual of Style (16th Edition):

DuPree, Jared Bernard. “Strategies utilized by superintendents and mathematics district personnel that impact minority student outcomes in algebra.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 13, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228595/rec/6091.

MLA Handbook (7th Edition):

DuPree, Jared Bernard. “Strategies utilized by superintendents and mathematics district personnel that impact minority student outcomes in algebra.” 2013. Web. 13 Oct 2019.

Vancouver:

DuPree JB. Strategies utilized by superintendents and mathematics district personnel that impact minority student outcomes in algebra. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Oct 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228595/rec/6091.

Council of Science Editors:

DuPree JB. Strategies utilized by superintendents and mathematics district personnel that impact minority student outcomes in algebra. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228595/rec/6091

17. McWha, Jennifer. Reasons minority associate degree nursing students withdraw from their programs.

Degree: PhD, Nursing, 2013, Texas Woman's University

 As the global nursing shortage is expected to continue over the next decade, and with the continuing rise in diversity of the American population, increasing… (more)

Subjects/Keywords: Health and environmental sciences; Associate degrees; Minority attrition; Minority nursing students; Minority retention; Minority success; Nursing student withdraw

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

APA (6th Edition):

McWha, J. (2013). Reasons minority associate degree nursing students withdraw from their programs. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10409

Chicago Manual of Style (16th Edition):

McWha, Jennifer. “Reasons minority associate degree nursing students withdraw from their programs.” 2013. Doctoral Dissertation, Texas Woman's University. Accessed October 13, 2019. http://hdl.handle.net/11274/10409.

MLA Handbook (7th Edition):

McWha, Jennifer. “Reasons minority associate degree nursing students withdraw from their programs.” 2013. Web. 13 Oct 2019.

Vancouver:

McWha J. Reasons minority associate degree nursing students withdraw from their programs. [Internet] [Doctoral dissertation]. Texas Woman's University; 2013. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11274/10409.

Council of Science Editors:

McWha J. Reasons minority associate degree nursing students withdraw from their programs. [Doctoral Dissertation]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/10409


University of Texas – Austin

18. -1615-8577. Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment.

Degree: EdD, Educational Administration, 2018, University of Texas – Austin

 Non-profit organizations like A Better Chance (ABC) have changed the trajectory of the lives of its students and their families. Over 14,000 students over the… (more)

Subjects/Keywords: Boarding schools; A Better Chance; ABC; African American male students; Latino male students; Boarding school students; Minority boarding school students; African American boarding school students; Latino boarding school students; Minority identity development; Minority student social capital; Minority student displacement; Minority student resilience; Minority education

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

APA (6th Edition):

-1615-8577. (2018). Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65649

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1615-8577. “Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 13, 2019. http://hdl.handle.net/2152/65649.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1615-8577. “Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment.” 2018. Web. 13 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1615-8577. Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2152/65649.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1615-8577. Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65649

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Florida

19. Ege, Engin. A Social Belonging Intervention for Minority Students.

Degree: MS, Psychology, 2013, University of Florida

 Social belonging is related to positive physical, psychological, and academic outcomes. However, feelings of social belongingness are not shared equally across all groups. In particular,… (more)

Subjects/Keywords: Asian Americans; College students; Friendship; Happiness; Hispanics; Minority group students; Minority groups; Psychology; Social psychology; Universities; belonging  – minority  – social

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APA (6th Edition):

Ege, E. (2013). A Social Belonging Intervention for Minority Students. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045868

Chicago Manual of Style (16th Edition):

Ege, Engin. “A Social Belonging Intervention for Minority Students.” 2013. Masters Thesis, University of Florida. Accessed October 13, 2019. http://ufdc.ufl.edu/UFE0045868.

MLA Handbook (7th Edition):

Ege, Engin. “A Social Belonging Intervention for Minority Students.” 2013. Web. 13 Oct 2019.

Vancouver:

Ege E. A Social Belonging Intervention for Minority Students. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Oct 13]. Available from: http://ufdc.ufl.edu/UFE0045868.

Council of Science Editors:

Ege E. A Social Belonging Intervention for Minority Students. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045868


Florida International University

20. Barrocas, Lisa A. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.

Degree: Doctor of Education (EdD), Special Education, 2011, Florida International University

  Public schools traditionally have been held accountable for educating the majority of the nation’s school children, and through the years, these schools have been… (more)

Subjects/Keywords: educational placement; students with specific learning disabilities; minority students

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APA (6th Edition):

Barrocas, L. A. (2011). A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605

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):

Barrocas, Lisa A. “A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.” 2011. Thesis, Florida International University. Accessed October 13, 2019. http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605.

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

MLA Handbook (7th Edition):

Barrocas, Lisa A. “A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.” 2011. Web. 13 Oct 2019.

Vancouver:

Barrocas LA. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Oct 13]. Available from: http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605.

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

Council of Science Editors:

Barrocas LA. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605

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


Florida Atlantic University

21. Collado, Washington B. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.

Degree: 2018, Florida Atlantic University

This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case… (more)

Subjects/Keywords: Low-income high school students.; Minority high school students.; Dropouts – Prevention.

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APA (6th Edition):

Collado, W. B. (2018). Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40712

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):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Thesis, Florida Atlantic University. Accessed October 13, 2019. http://fau.digital.flvc.org/islandora/object/fau:40712.

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

MLA Handbook (7th Edition):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Web. 13 Oct 2019.

Vancouver:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Oct 13]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712.

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

Council of Science Editors:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712

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


University of Florida

22. Lynch, Lindsay Byron. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 This study evaluated the relationship between college and university attributes and success of their minority student populations in terms of enrollment, graduation, and completion. Data… (more)

Subjects/Keywords: African Americans; College students; Colleges; Graduation rate; Graduations; Higher education; Hispanics; Minority group students; School enrollment; Students; colleges  – minority  – rural

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APA (6th Edition):

Lynch, L. B. (2014). Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046643

Chicago Manual of Style (16th Edition):

Lynch, Lindsay Byron. “Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.” 2014. Doctoral Dissertation, University of Florida. Accessed October 13, 2019. http://ufdc.ufl.edu/UFE0046643.

MLA Handbook (7th Edition):

Lynch, Lindsay Byron. “Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.” 2014. Web. 13 Oct 2019.

Vancouver:

Lynch LB. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 13]. Available from: http://ufdc.ufl.edu/UFE0046643.

Council of Science Editors:

Lynch LB. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046643


University of North Carolina – Greensboro

23. Hurley, Parker T. I am because we are: exploring the relationships between mentorship, involvement in LGBTQ student organizations, resiliency, and leadership efficacy of queer students of color.

Degree: 2016, University of North Carolina – Greensboro

 Although undergraduates are enrolling in our colleges and universities during a historical moment in which the lives of LGBTQ communities have never been as visible,… (more)

Subjects/Keywords: Sexual minority college students – Social networks; Transgender college students – Social networks; Minority college students – Social networks; Resilience (Personality trait); Mentoring; Leadership

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APA (6th Edition):

Hurley, P. T. (2016). I am because we are: exploring the relationships between mentorship, involvement in LGBTQ student organizations, resiliency, and leadership efficacy of queer students of color. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20959

Chicago Manual of Style (16th Edition):

Hurley, Parker T. “I am because we are: exploring the relationships between mentorship, involvement in LGBTQ student organizations, resiliency, and leadership efficacy of queer students of color.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 13, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20959.

MLA Handbook (7th Edition):

Hurley, Parker T. “I am because we are: exploring the relationships between mentorship, involvement in LGBTQ student organizations, resiliency, and leadership efficacy of queer students of color.” 2016. Web. 13 Oct 2019.

Vancouver:

Hurley PT. I am because we are: exploring the relationships between mentorship, involvement in LGBTQ student organizations, resiliency, and leadership efficacy of queer students of color. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Oct 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20959.

Council of Science Editors:

Hurley PT. I am because we are: exploring the relationships between mentorship, involvement in LGBTQ student organizations, resiliency, and leadership efficacy of queer students of color. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20959


Columbia University

24. Mejia, Brenda Xiomara. Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students.

Degree: 2011, Columbia University

 Sociohistorical, sociopolitical and sociostructural barriers in American society create different paths in the college-to-work transition. Some individuals can follow their natural calling for a vocation,… (more)

Subjects/Keywords: Minorities – Education (Higher); Minority college students; Minority college students – Social conditions; Hispanic Americans – Ethnic identity; Hispanic American college students; Counseling psychology

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APA (6th Edition):

Mejia, B. X. (2011). Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KS6ZHT

Chicago Manual of Style (16th Edition):

Mejia, Brenda Xiomara. “Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students.” 2011. Doctoral Dissertation, Columbia University. Accessed October 13, 2019. https://doi.org/10.7916/D8KS6ZHT.

MLA Handbook (7th Edition):

Mejia, Brenda Xiomara. “Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students.” 2011. Web. 13 Oct 2019.

Vancouver:

Mejia BX. Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2019 Oct 13]. Available from: https://doi.org/10.7916/D8KS6ZHT.

Council of Science Editors:

Mejia BX. Perceived Career Barriers: The Role of Ethnic Identity, Acculturation, and Self-Efficacy Mediators among Latina/o College Students. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D8KS6ZHT


University of Florida

25. Clarke, Chadia Otensia. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).

Degree: MS, Family, Youth and Community Sciences, 2015, University of Florida

 Academic advising is the core of an institutions student support services (Drake, 2011). To explore if academic advising satisfaction varies across different racial and ethnic… (more)

Subjects/Keywords: Academic advising; Academic departments; College students; Colleges; Educational research; High school students; Higher education; Minority group students; Students; Undergraduate students; academic  – advising  – african  – american  – minority  – pwi  – quantitative

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APA (6th Edition):

Clarke, C. O. (2015). A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049369

Chicago Manual of Style (16th Edition):

Clarke, Chadia Otensia. “A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).” 2015. Masters Thesis, University of Florida. Accessed October 13, 2019. http://ufdc.ufl.edu/UFE0049369.

MLA Handbook (7th Edition):

Clarke, Chadia Otensia. “A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).” 2015. Web. 13 Oct 2019.

Vancouver:

Clarke CO. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). [Internet] [Masters thesis]. University of Florida; 2015. [cited 2019 Oct 13]. Available from: http://ufdc.ufl.edu/UFE0049369.

Council of Science Editors:

Clarke CO. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). [Masters Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049369

26. ADDO, MERCY. Minority Students and Special Education.

Degree: 2011, University of Saskatchewan

 The purpose of this study was to investigate the perception of overrepresentation of minority students in special education in Canada among community members, parents and… (more)

Subjects/Keywords: Minority students; special education; minority students education

…not the case in most special education programs in our schools. Minority students are 2.3… …approximately 1.5 million minority students placed in special education programs in the United States… …to determine what factors predisposes minority students to special education services and… …ways to address the overrepresentation of minority students in special education. Problem… …Statement Several studies have revealed that there is an overrepresentation of minority students… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

ADDO, M. (2011). Minority Students and Special Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-07-110

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):

ADDO, MERCY. “Minority Students and Special Education.” 2011. Thesis, University of Saskatchewan. Accessed October 13, 2019. http://hdl.handle.net/10388/ETD-2011-07-110.

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

MLA Handbook (7th Edition):

ADDO, MERCY. “Minority Students and Special Education.” 2011. Web. 13 Oct 2019.

Vancouver:

ADDO M. Minority Students and Special Education. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10388/ETD-2011-07-110.

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

Council of Science Editors:

ADDO M. Minority Students and Special Education. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-07-110

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


University of Florida

27. Morgan, Tabitha. The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations.

Degree: MS, Wildlife Ecology and Conservation, 2013, University of Florida

 The percentage of minoritieshas increased in the United States,  but the proportion of minority individuals employed in naturalresource occupations do not reflect the proportion ofminorities… (more)

Subjects/Keywords: American minorities; Ecology; Literature reviews; Minority group students; Minority group teachers; Minority influence; Natural resources; Occupations; Role models; Wildlife; barriers  – influences  – minority  – recruitment  – survey

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

APA (6th Edition):

Morgan, T. (2013). The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045975

Chicago Manual of Style (16th Edition):

Morgan, Tabitha. “The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations.” 2013. Masters Thesis, University of Florida. Accessed October 13, 2019. http://ufdc.ufl.edu/UFE0045975.

MLA Handbook (7th Edition):

Morgan, Tabitha. “The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations.” 2013. Web. 13 Oct 2019.

Vancouver:

Morgan T. The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Oct 13]. Available from: http://ufdc.ufl.edu/UFE0045975.

Council of Science Editors:

Morgan T. The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045975


University of Southern California

28. Soodjinda, Daniel. A response to the model minority thesis: intragroup differences among Asian American community college students in the Los Angeles Community College District.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The stereotyped notion in our American culture suggesting that all Asian Americans are highly successful in the academic arena, is based on the model minority(more)

Subjects/Keywords: Asian American; Laotian; Cambodian; model minority; community college; Asian; community college students; Asian American students; Laotian students; Cambodian students; model minority thesis

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APA (6th Edition):

Soodjinda, D. (2009). A response to the model minority thesis: intragroup differences among Asian American community college students in the Los Angeles Community College District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240546/rec/341

Chicago Manual of Style (16th Edition):

Soodjinda, Daniel. “A response to the model minority thesis: intragroup differences among Asian American community college students in the Los Angeles Community College District.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 13, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240546/rec/341.

MLA Handbook (7th Edition):

Soodjinda, Daniel. “A response to the model minority thesis: intragroup differences among Asian American community college students in the Los Angeles Community College District.” 2009. Web. 13 Oct 2019.

Vancouver:

Soodjinda D. A response to the model minority thesis: intragroup differences among Asian American community college students in the Los Angeles Community College District. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240546/rec/341.

Council of Science Editors:

Soodjinda D. A response to the model minority thesis: intragroup differences among Asian American community college students in the Los Angeles Community College District. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/240546/rec/341


Temple University

29. Pinckney, Charlyene. ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM.

Degree: 2014, Temple University

Educational Leadership

Ed.D.

The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education… (more)

Subjects/Keywords: Educational administration; Educational leadership;

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

APA (6th Edition):

Pinckney, C. (2014). ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,270058

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):

Pinckney, Charlyene. “ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM.” 2014. Thesis, Temple University. Accessed October 13, 2019. http://digital.library.temple.edu/u?/p245801coll10,270058.

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

MLA Handbook (7th Edition):

Pinckney, Charlyene. “ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM.” 2014. Web. 13 Oct 2019.

Vancouver:

Pinckney C. ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Oct 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,270058.

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

Council of Science Editors:

Pinckney C. ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,270058

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


University of Louisville

30. 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 October 13, 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. 13 Oct 2019.

Vancouver:

Woods CJ. The Texas 10% law and its impact on admitted students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Oct 13]. 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

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