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You searched for subject:(perceptions of the high school experience for gifted African American students). Showing records 1 – 30 of 392803 total matches.

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University of Southern California

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

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 North Texas

2. 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


Northeastern University

3. 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


University of Alabama

4. Taylor, Felicia Latrenda. HBCU students' perceptions of their readiness for college.

Degree: 2011, University of Alabama

 The research study examines the perceptions that HBCU students have about their readiness for freshman composition. It explores how the different academic tracks influence the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education; African American studies; Secondary education; college preparation; English class; HBCU; high school experiences; perceptions of students; students' readiness

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APA (6th Edition):

Taylor, F. L. (2011). HBCU students' perceptions of their readiness for college. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41273

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):

Taylor, Felicia Latrenda. “HBCU students' perceptions of their readiness for college.” 2011. Thesis, University of Alabama. Accessed July 10, 2020. http://purl.lib.ua.edu/41273.

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

MLA Handbook (7th Edition):

Taylor, Felicia Latrenda. “HBCU students' perceptions of their readiness for college.” 2011. Web. 10 Jul 2020.

Vancouver:

Taylor FL. HBCU students' perceptions of their readiness for college. [Internet] [Thesis]. University of Alabama; 2011. [cited 2020 Jul 10]. Available from: http://purl.lib.ua.edu/41273.

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

Council of Science Editors:

Taylor FL. HBCU students' perceptions of their readiness for college. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41273

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


University of Missouri – Kansas City

5. 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

6. Διακομανώλη, Μαρία. Οι προσδοκίες των μαθητών του δημοτικού σχολείου για το γυμνάσιο.

Degree: 2011, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

The inquiring objective of the research is the detection the recording and the study of expectations and concerns of students at the transient period of… (more)

Subjects/Keywords: Προσδοκίες μαθητών; Εκπαιδευτικές προσδοκίες; Εκπαιδευτική επιτυχία; Μετάβαση μαθητών από το δημοτικό σχολείο στο γυμνάσιο; Διαμαθητικές σχέσεις; Κίνητρα για το γυμνάσιο; Συναισθήματα μαθητών; Αντιλήψεις μαθητών για το γυμνάσιο; Pupils' expectations; Educational expectations; Educational achievement; Student transition from primary to secondary school; Relations between of students; Motives for the high school; Sentiments of students; Perceptions of students for the high school

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APA (6th Edition):

Διακομανώλη, . . (2011). Οι προσδοκίες των μαθητών του δημοτικού σχολείου για το γυμνάσιο. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/25853

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):

Διακομανώλη, Μαρία. “Οι προσδοκίες των μαθητών του δημοτικού σχολείου για το γυμνάσιο.” 2011. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed July 10, 2020. http://hdl.handle.net/10442/hedi/25853.

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

MLA Handbook (7th Edition):

Διακομανώλη, Μαρία. “Οι προσδοκίες των μαθητών του δημοτικού σχολείου για το γυμνάσιο.” 2011. Web. 10 Jul 2020.

Vancouver:

Διακομανώλη . Οι προσδοκίες των μαθητών του δημοτικού σχολείου για το γυμνάσιο. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10442/hedi/25853.

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

Council of Science Editors:

Διακομανώλη . Οι προσδοκίες των μαθητών του δημοτικού σχολείου για το γυμνάσιο. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2011. Available from: http://hdl.handle.net/10442/hedi/25853

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


Georgia Southern University

7. 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 (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


The Ohio State University

8. 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


Louisiana State University

9. Allen, Josephine Ann. The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.

Degree: PhD, Education, 2003, Louisiana State University

 The purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, "Dynamics of… (more)

Subjects/Keywords: study skills course; perceptions of effects; african american high school students; academic achievement; magnet high school

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APA (6th Edition):

Allen, J. A. (2003). The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863

Chicago Manual of Style (16th Edition):

Allen, Josephine Ann. “The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.” 2003. Doctoral Dissertation, Louisiana State University. Accessed July 10, 2020. etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863.

MLA Handbook (7th Edition):

Allen, Josephine Ann. “The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.” 2003. Web. 10 Jul 2020.

Vancouver:

Allen JA. The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. [Internet] [Doctoral dissertation]. Louisiana State University; 2003. [cited 2020 Jul 10]. Available from: etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863.

Council of Science Editors:

Allen JA. The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. [Doctoral Dissertation]. Louisiana State University; 2003. Available from: etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863


Louisiana State University

10. Nelson-Smith, Kenyetta Quenishia. Learning styles and student's perception of teachers' attitudes and its relation to truancy among African Americans students in secondary education.

Degree: PhD, Human Resources Management, 2008, Louisiana State University

 Many researchers have examined the effect of truancy and student achievement. However, there has been little or no focus on the effect of truancy and… (more)

Subjects/Keywords: learning styles; secondary education; high school; African American; perceptions; perception of high school students

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APA (6th Edition):

Nelson-Smith, K. Q. (2008). Learning styles and student's perception of teachers' attitudes and its relation to truancy among African Americans students in secondary education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04102008-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3343

Chicago Manual of Style (16th Edition):

Nelson-Smith, Kenyetta Quenishia. “Learning styles and student's perception of teachers' attitudes and its relation to truancy among African Americans students in secondary education.” 2008. Doctoral Dissertation, Louisiana State University. Accessed July 10, 2020. etd-04102008-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3343.

MLA Handbook (7th Edition):

Nelson-Smith, Kenyetta Quenishia. “Learning styles and student's perception of teachers' attitudes and its relation to truancy among African Americans students in secondary education.” 2008. Web. 10 Jul 2020.

Vancouver:

Nelson-Smith KQ. Learning styles and student's perception of teachers' attitudes and its relation to truancy among African Americans students in secondary education. [Internet] [Doctoral dissertation]. Louisiana State University; 2008. [cited 2020 Jul 10]. Available from: etd-04102008-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3343.

Council of Science Editors:

Nelson-Smith KQ. Learning styles and student's perception of teachers' attitudes and its relation to truancy among African Americans students in secondary education. [Doctoral Dissertation]. Louisiana State University; 2008. Available from: etd-04102008-161802 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3343


University of Georgia

11. 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


George Mason University

12. Byrd, Leah. African American Students' Perceptions of Their High School Career Counseling Experiences .

Degree: 2013, George Mason University

 This study examined the perceptions of 10 African American 12th-grade students from one suburban high school regarding their high school career counseling experiences. The purpose… (more)

Subjects/Keywords: Education policy; School counseling; African American; Career Counseling; High School; Qualitative; School Counseling; Student Perceptions

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APA (6th Edition):

Byrd, L. (2013). African American Students' Perceptions of Their High School Career Counseling Experiences . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8197

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):

Byrd, Leah. “African American Students' Perceptions of Their High School Career Counseling Experiences .” 2013. Thesis, George Mason University. Accessed July 10, 2020. http://hdl.handle.net/1920/8197.

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

MLA Handbook (7th Edition):

Byrd, Leah. “African American Students' Perceptions of Their High School Career Counseling Experiences .” 2013. Web. 10 Jul 2020.

Vancouver:

Byrd L. African American Students' Perceptions of Their High School Career Counseling Experiences . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1920/8197.

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

Council of Science Editors:

Byrd L. African American Students' Perceptions of Their High School Career Counseling Experiences . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8197

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


Queens University

13. Compeau, Scott. The calling of an engineer: High school students' perceptions of engineering .

Degree: Mechanical and Materials Engineering, 2016, Queens University

 The focus of this research study was to provide insight into high school students’ perceptions of engineering and the work engineers do. Participants included Grades… (more)

Subjects/Keywords: Engineering; Students; Perceptions; High school

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APA (6th Edition):

Compeau, S. (2016). The calling of an engineer: High school students' perceptions of engineering . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13924

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):

Compeau, Scott. “The calling of an engineer: High school students' perceptions of engineering .” 2016. Thesis, Queens University. Accessed July 10, 2020. http://hdl.handle.net/1974/13924.

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

MLA Handbook (7th Edition):

Compeau, Scott. “The calling of an engineer: High school students' perceptions of engineering .” 2016. Web. 10 Jul 2020.

Vancouver:

Compeau S. The calling of an engineer: High school students' perceptions of engineering . [Internet] [Thesis]. Queens University; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1974/13924.

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

Council of Science Editors:

Compeau S. The calling of an engineer: High school students' perceptions of engineering . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/13924

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

14. Hageman, Katherine E. Identification of Hispanic American Students and Students of Poverty for Gifted and Talented Programs.

Degree: 2008, Regis University

 For decades, experts have discussed an educational gap between Anglo Americans and Culturally Diverse Americans. While this gap is apparent in scores on standardized tests,… (more)

Subjects/Keywords: Education; Hispanic American students; low-income students; gifted children; Regis University MED thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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

APA (6th Edition):

Hageman, K. E. (2008). Identification of Hispanic American Students and Students of Poverty for Gifted and Talented Programs. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/17

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):

Hageman, Katherine E. “Identification of Hispanic American Students and Students of Poverty for Gifted and Talented Programs.” 2008. Thesis, Regis University. Accessed July 10, 2020. http://epublications.regis.edu/theses/17.

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

MLA Handbook (7th Edition):

Hageman, Katherine E. “Identification of Hispanic American Students and Students of Poverty for Gifted and Talented Programs.” 2008. Web. 10 Jul 2020.

Vancouver:

Hageman KE. Identification of Hispanic American Students and Students of Poverty for Gifted and Talented Programs. [Internet] [Thesis]. Regis University; 2008. [cited 2020 Jul 10]. Available from: http://epublications.regis.edu/theses/17.

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

Council of Science Editors:

Hageman KE. Identification of Hispanic American Students and Students of Poverty for Gifted and Talented Programs. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/17

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


University of Illinois – Urbana-Champaign

15. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

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APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 10, 2020. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 10 Jul 2020.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402


Liberty University

16. Roberts, Tony Antonio Dominic. Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High-achieving African American Adolescents in the Rural Southeastern United States: A Phenomenological Study.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenological study was to describe how the achievement gap is perceived as a lived experience by African American adolescents in… (more)

Subjects/Keywords: African American; Adolescent; Achievement Gap; School; Perceptions; High-Achieving; Aware; Unaware; Social Capital; Parental Expectations; Peers; Life in the Gap; High Stakes Test

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APA (6th Edition):

Roberts, T. A. D. (2018). Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High-achieving African American Adolescents in the Rural Southeastern United States: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1872

Chicago Manual of Style (16th Edition):

Roberts, Tony Antonio Dominic. “Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High-achieving African American Adolescents in the Rural Southeastern United States: A Phenomenological Study.” 2018. Doctoral Dissertation, Liberty University. Accessed July 10, 2020. https://digitalcommons.liberty.edu/doctoral/1872.

MLA Handbook (7th Edition):

Roberts, Tony Antonio Dominic. “Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High-achieving African American Adolescents in the Rural Southeastern United States: A Phenomenological Study.” 2018. Web. 10 Jul 2020.

Vancouver:

Roberts TAD. Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High-achieving African American Adolescents in the Rural Southeastern United States: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Jul 10]. Available from: https://digitalcommons.liberty.edu/doctoral/1872.

Council of Science Editors:

Roberts TAD. Perceptions of the Achievement Gap as Experienced Among Academically Proficient to High-achieving African American Adolescents in the Rural Southeastern United States: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1872


University of Missouri – Columbia

17. 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


University of Southern California

18. Saysay, Karen-Lyn. A qualitative study on Pilipino American students relative to their high school success and career choices.

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

 This research examines the pattern of career choices among first, 1.5, and second generation Pilipino students of immigrant heritage at a high school about eight… (more)

Subjects/Keywords: high school experience; Filipino students; Asian American; model minority stereotype; cultural model of success; Ogbu; Filipino immigrants

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APA (6th Edition):

Saysay, K. (2011). A qualitative study on Pilipino American students relative to their high school success and career choices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326

Chicago Manual of Style (16th Edition):

Saysay, Karen-Lyn. “A qualitative study on Pilipino American students relative to their high school success and career choices.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326.

MLA Handbook (7th Edition):

Saysay, Karen-Lyn. “A qualitative study on Pilipino American students relative to their high school success and career choices.” 2011. Web. 10 Jul 2020.

Vancouver:

Saysay K. A qualitative study on Pilipino American students relative to their high school success and career choices. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326.

Council of Science Editors:

Saysay K. A qualitative study on Pilipino American students relative to their high school success and career choices. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/432188/rec/326


San Jose State University

19. 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

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

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

21. 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

22. 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


Mississippi State University

23. Patton Kennard, Helen Ruth. PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT.

Degree: PhD, Curriculum and Instruction, 2009, Mississippi State University

  This study investigated the perceptions of school from students of differing ages, genders, ethnic groups, and grade levels in a rural school environment. The… (more)

Subjects/Keywords:

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APA (6th Edition):

Patton Kennard, H. R. (2009). PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;

Chicago Manual of Style (16th Edition):

Patton Kennard, Helen Ruth. “PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT.” 2009. Doctoral Dissertation, Mississippi State University. Accessed July 10, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;.

MLA Handbook (7th Edition):

Patton Kennard, Helen Ruth. “PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT.” 2009. Web. 10 Jul 2020.

Vancouver:

Patton Kennard HR. PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2020 Jul 10]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;.

Council of Science Editors:

Patton Kennard HR. PERCEPTIONS OF SCHOOL FROM STUDENTS IN A RURAL SCHOOL ENVIRONMENT. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032009-173746/ ;


Georgia State University

24. Sims, Dan. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The dilemma of African-American male achievement continues to challenge schools systems in America. In light of this challenge, African-American males pose the greatest risk… (more)

Subjects/Keywords: African-american males; Teacher perceptions; Transition; High school; Effective practices; Achievement gap; Disparities

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APA (6th Edition):

Sims, D. (2015). The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/124

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):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Thesis, Georgia State University. Accessed July 10, 2020. https://scholarworks.gsu.edu/eps_diss/124.

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

MLA Handbook (7th Edition):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Web. 10 Jul 2020.

Vancouver:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Jul 10]. Available from: https://scholarworks.gsu.edu/eps_diss/124.

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

Council of Science Editors:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/124

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


University of Florida

25. Houchen, Diedre Faith. The Transcendent Pedagogy of Lincoln High School, 1921-1955 The Aims, Pursuits, and Professional Development of African American Educators during De Jure Segregation.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 This work is a case history of Lincoln High School, a southern all-African American K-12 institution during the latter period of de jure segregation (1921-1955).… (more)

Subjects/Keywords: African American culture; African American education; African American studies; African Americans; Black communities; High school students; High schools; Schools; Secondary schools; Teachers; activism  – advocacy  – african  – american  – curriculum  – education  – pedagogy  – segregation  – teacher  – teaching; City of Gainesville ( local )

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APA (6th Edition):

Houchen, D. F. (2015). The Transcendent Pedagogy of Lincoln High School, 1921-1955 The Aims, Pursuits, and Professional Development of African American Educators during De Jure Segregation. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0049548

Chicago Manual of Style (16th Edition):

Houchen, Diedre Faith. “The Transcendent Pedagogy of Lincoln High School, 1921-1955 The Aims, Pursuits, and Professional Development of African American Educators during De Jure Segregation.” 2015. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0049548.

MLA Handbook (7th Edition):

Houchen, Diedre Faith. “The Transcendent Pedagogy of Lincoln High School, 1921-1955 The Aims, Pursuits, and Professional Development of African American Educators during De Jure Segregation.” 2015. Web. 10 Jul 2020.

Vancouver:

Houchen DF. The Transcendent Pedagogy of Lincoln High School, 1921-1955 The Aims, Pursuits, and Professional Development of African American Educators during De Jure Segregation. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0049548.

Council of Science Editors:

Houchen DF. The Transcendent Pedagogy of Lincoln High School, 1921-1955 The Aims, Pursuits, and Professional Development of African American Educators during De Jure Segregation. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0049548

26. 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 (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


University of Florida

27. Spearman Hunter, Lavette. Perceptions of Barriers to Enrolling in Advanced Placement Courses by High Ability, High Performing Black Male High School Students.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 Data from the College Board's 10th annual AP Report to the Nation demonstrated an increase in minorities' participation in Advanced Placement (AP) courses. Regardless of… (more)

Subjects/Keywords: Advanced placement; Advanced students; African Americans; College students; Colleges; High school students; High schools; Schools; Students; Teachers; advanced-placement  – barriers  – black  – college  – enrollment  – high-ability  – male  – perceptions; City of Miami ( local )

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

APA (6th Edition):

Spearman Hunter, L. (2016). Perceptions of Barriers to Enrolling in Advanced Placement Courses by High Ability, High Performing Black Male High School Students. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0049843

Chicago Manual of Style (16th Edition):

Spearman Hunter, Lavette. “Perceptions of Barriers to Enrolling in Advanced Placement Courses by High Ability, High Performing Black Male High School Students.” 2016. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0049843.

MLA Handbook (7th Edition):

Spearman Hunter, Lavette. “Perceptions of Barriers to Enrolling in Advanced Placement Courses by High Ability, High Performing Black Male High School Students.” 2016. Web. 10 Jul 2020.

Vancouver:

Spearman Hunter L. Perceptions of Barriers to Enrolling in Advanced Placement Courses by High Ability, High Performing Black Male High School Students. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0049843.

Council of Science Editors:

Spearman Hunter L. Perceptions of Barriers to Enrolling in Advanced Placement Courses by High Ability, High Performing Black Male High School Students. [Doctoral Dissertation]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0049843


Youngstown State University

28. Fleming, DaNine J. African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2007, Youngstown State University

  There is an expanding body of literature on the retention of students in higher education through programmatic efforts, but there is limited research on… (more)

Subjects/Keywords: African-American student retention; higher education/African-American students; African-American students perceptions; support programs/services; African-American students

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

APA (6th Edition):

Fleming, D. J. (2007). African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573

Chicago Manual of Style (16th Edition):

Fleming, DaNine J. “African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.” 2007. Doctoral Dissertation, Youngstown State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

MLA Handbook (7th Edition):

Fleming, DaNine J. “African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.” 2007. Web. 10 Jul 2020.

Vancouver:

Fleming DJ. African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions. [Internet] [Doctoral dissertation]. Youngstown State University; 2007. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573.

Council of Science Editors:

Fleming DJ. African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions. [Doctoral Dissertation]. Youngstown State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1198703573


The Ohio State University

29. 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

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

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

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