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You searched for subject:(racial identity development). Showing records 1 – 30 of 57 total matches.

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Loyola University Chicago

1. Moulton, Jennifer. Internalization of Race Messages Among Mixed Race Individuals.

Degree: PhD, Psychology, 2014, Loyola University Chicago

  The present study used grounded theory qualitative methodology to explore mixed race individuals' experiences within specific racial socialization contexts of family, friends, community, and… (more)

Subjects/Keywords: biracial; mixed race; multiracial; racial identity development; racial socialization; Psychology

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APA (6th Edition):

Moulton, J. (2014). Internalization of Race Messages Among Mixed Race Individuals. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1292

Chicago Manual of Style (16th Edition):

Moulton, Jennifer. “Internalization of Race Messages Among Mixed Race Individuals.” 2014. Doctoral Dissertation, Loyola University Chicago. Accessed May 24, 2019. https://ecommons.luc.edu/luc_diss/1292.

MLA Handbook (7th Edition):

Moulton, Jennifer. “Internalization of Race Messages Among Mixed Race Individuals.” 2014. Web. 24 May 2019.

Vancouver:

Moulton J. Internalization of Race Messages Among Mixed Race Individuals. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2014. [cited 2019 May 24]. Available from: https://ecommons.luc.edu/luc_diss/1292.

Council of Science Editors:

Moulton J. Internalization of Race Messages Among Mixed Race Individuals. [Doctoral Dissertation]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_diss/1292


Kansas State University

2. Jones, Denzel Lamont. The impact of ethnic-racial socialization messages from socialization agents on Black ethnic-racial identity.

Degree: PhD, School of Family Studies and Human Services, 2018, Kansas State University

 It is known that ethnic-racial socialization messages received by Black youth are critical to their ethnic-racial identity development. Despite recognition that identity achievement is rarely… (more)

Subjects/Keywords: Identity development; Black identity; Socialization messages; Socialization agents; Minority identity; Racial identity

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APA (6th Edition):

Jones, D. L. (2018). The impact of ethnic-racial socialization messages from socialization agents on Black ethnic-racial identity. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38893

Chicago Manual of Style (16th Edition):

Jones, Denzel Lamont. “The impact of ethnic-racial socialization messages from socialization agents on Black ethnic-racial identity.” 2018. Doctoral Dissertation, Kansas State University. Accessed May 24, 2019. http://hdl.handle.net/2097/38893.

MLA Handbook (7th Edition):

Jones, Denzel Lamont. “The impact of ethnic-racial socialization messages from socialization agents on Black ethnic-racial identity.” 2018. Web. 24 May 2019.

Vancouver:

Jones DL. The impact of ethnic-racial socialization messages from socialization agents on Black ethnic-racial identity. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/2097/38893.

Council of Science Editors:

Jones DL. The impact of ethnic-racial socialization messages from socialization agents on Black ethnic-racial identity. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/38893


Texas A&M University

3. Friday, Alicia Renee. White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments.

Degree: 2013, Texas A&M University

 This study explored the racial identity development of White corporate trainers who deliver training in racially diverse organizations. The purpose of this study was to… (more)

Subjects/Keywords: White racial identity development; culturally responsive learning environments; race; whiteness; HRD

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APA (6th Edition):

Friday, A. R. (2013). White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151169

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):

Friday, Alicia Renee. “White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments.” 2013. Thesis, Texas A&M University. Accessed May 24, 2019. http://hdl.handle.net/1969.1/151169.

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

MLA Handbook (7th Edition):

Friday, Alicia Renee. “White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments.” 2013. Web. 24 May 2019.

Vancouver:

Friday AR. White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 24]. Available from: http://hdl.handle.net/1969.1/151169.

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

Council of Science Editors:

Friday AR. White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151169

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


Clemson University

4. Steele, Helen. Racial Identity Development of Mixed Race College Students.

Degree: PhD, Educational Leadership, 2012, Clemson University

 The purpose of this study was to identify the factors that influence mixed race college students' choice of racial identity. This study also explored whether… (more)

Subjects/Keywords: mixed race; racial identity development; Educational Administration and Supervision

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APA (6th Edition):

Steele, H. (2012). Racial Identity Development of Mixed Race College Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1030

Chicago Manual of Style (16th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Doctoral Dissertation, Clemson University. Accessed May 24, 2019. https://tigerprints.clemson.edu/all_dissertations/1030.

MLA Handbook (7th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Web. 24 May 2019.

Vancouver:

Steele H. Racial Identity Development of Mixed Race College Students. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 May 24]. Available from: https://tigerprints.clemson.edu/all_dissertations/1030.

Council of Science Editors:

Steele H. Racial Identity Development of Mixed Race College Students. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1030


Virginia Tech

5. Weeks, Cheri. Ecosystemic determinants of and Predictive Relations to Racial Identity.

Degree: PhD, Psychology, 2015, Virginia Tech

 This investigation examined the role that racial concordance, defined as the percentage of African Americans in one's environment, play in the relation between racial socialization… (more)

Subjects/Keywords: racial; socialization; identity; development; African; american; ecosystem; environment

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APA (6th Edition):

Weeks, C. (2015). Ecosystemic determinants of and Predictive Relations to Racial Identity. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56646

Chicago Manual of Style (16th Edition):

Weeks, Cheri. “Ecosystemic determinants of and Predictive Relations to Racial Identity.” 2015. Doctoral Dissertation, Virginia Tech. Accessed May 24, 2019. http://hdl.handle.net/10919/56646.

MLA Handbook (7th Edition):

Weeks, Cheri. “Ecosystemic determinants of and Predictive Relations to Racial Identity.” 2015. Web. 24 May 2019.

Vancouver:

Weeks C. Ecosystemic determinants of and Predictive Relations to Racial Identity. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 May 24]. Available from: http://hdl.handle.net/10919/56646.

Council of Science Editors:

Weeks C. Ecosystemic determinants of and Predictive Relations to Racial Identity. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56646


Loyola University Chicago

6. Segoshi, Megan. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness.

Degree: PhD, Education, 2018, Loyola University Chicago

  This dissertation study explored how ten Asian Americans' racial identity and critical consciousness were connected to their engagement in racial justice work. Guided by… (more)

Subjects/Keywords: Asian Americans; Identity Development; Racial Justice; Higher Education

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APA (6th Edition):

Segoshi, M. (2018). Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2983

Chicago Manual of Style (16th Edition):

Segoshi, Megan. “Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed May 24, 2019. https://ecommons.luc.edu/luc_diss/2983.

MLA Handbook (7th Edition):

Segoshi, Megan. “Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness.” 2018. Web. 24 May 2019.

Vancouver:

Segoshi M. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 May 24]. Available from: https://ecommons.luc.edu/luc_diss/2983.

Council of Science Editors:

Segoshi M. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2983


Duquesne University

7. Nichols, Kayla. Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls.

Degree: PhD, School Psychology, 2017, Duquesne University

  A hierarchical multiple regression was used to understand the 1) the predictive ability of teacher discrimination on racial identity, 2) the predictive ability of… (more)

Subjects/Keywords: Black girls; Development; Identity; Middle School; Racial socialization; School

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APA (6th Edition):

Nichols, K. (2017). Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/180

Chicago Manual of Style (16th Edition):

Nichols, Kayla. “Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls.” 2017. Doctoral Dissertation, Duquesne University. Accessed May 24, 2019. https://dsc.duq.edu/etd/180.

MLA Handbook (7th Edition):

Nichols, Kayla. “Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls.” 2017. Web. 24 May 2019.

Vancouver:

Nichols K. Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 May 24]. Available from: https://dsc.duq.edu/etd/180.

Council of Science Editors:

Nichols K. Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/180


University of Minnesota

8. Yeboah, Mary. Hold the Line at 99: Reflections of Identity, Race, and Relationships in the Professional and Educational Experiences of Retired Teachers of Color.

Degree: PhD, Organizational Leadership, Policy, and Development, 2018, University of Minnesota

 Abstract The purpose of this qualitative study was to examine the reflections of identity, race, and relationships in the professional and educational experiences of retired… (more)

Subjects/Keywords: Cross-Racial; Dialogue; Identity; Professional Development; Race; Social Networks

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APA (6th Edition):

Yeboah, M. (2018). Hold the Line at 99: Reflections of Identity, Race, and Relationships in the Professional and Educational Experiences of Retired Teachers of Color. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199040

Chicago Manual of Style (16th Edition):

Yeboah, Mary. “Hold the Line at 99: Reflections of Identity, Race, and Relationships in the Professional and Educational Experiences of Retired Teachers of Color.” 2018. Doctoral Dissertation, University of Minnesota. Accessed May 24, 2019. http://hdl.handle.net/11299/199040.

MLA Handbook (7th Edition):

Yeboah, Mary. “Hold the Line at 99: Reflections of Identity, Race, and Relationships in the Professional and Educational Experiences of Retired Teachers of Color.” 2018. Web. 24 May 2019.

Vancouver:

Yeboah M. Hold the Line at 99: Reflections of Identity, Race, and Relationships in the Professional and Educational Experiences of Retired Teachers of Color. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/11299/199040.

Council of Science Editors:

Yeboah M. Hold the Line at 99: Reflections of Identity, Race, and Relationships in the Professional and Educational Experiences of Retired Teachers of Color. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199040


Kansas State University

9. Osby Williams, Jamie Leigh. A case study analysis of racial identity in heterosexual black and white interracial couples living in the south.

Degree: PhD, Department of Family Studies and Human Services, 2009, Kansas State University

 There has been a rapid growth of heterosexual Black and White interracial couples in the United States in recent decades and numbers continue to increase.… (more)

Subjects/Keywords: Black and White interracial couples; Racial identity; Racial identity development; interracial couples; Sociology, Individual and Family Studies (0628)

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APA (6th Edition):

Osby Williams, J. L. (2009). A case study analysis of racial identity in heterosexual black and white interracial couples living in the south. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/2196

Chicago Manual of Style (16th Edition):

Osby Williams, Jamie Leigh. “A case study analysis of racial identity in heterosexual black and white interracial couples living in the south.” 2009. Doctoral Dissertation, Kansas State University. Accessed May 24, 2019. http://hdl.handle.net/2097/2196.

MLA Handbook (7th Edition):

Osby Williams, Jamie Leigh. “A case study analysis of racial identity in heterosexual black and white interracial couples living in the south.” 2009. Web. 24 May 2019.

Vancouver:

Osby Williams JL. A case study analysis of racial identity in heterosexual black and white interracial couples living in the south. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2019 May 24]. Available from: http://hdl.handle.net/2097/2196.

Council of Science Editors:

Osby Williams JL. A case study analysis of racial identity in heterosexual black and white interracial couples living in the south. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/2196


Wayne State University

10. Bailey-Fakhoury, Chasity. "i Can't Just Turn Over My Daughter And Let It Be": Black Mothers And The Racial Socialization Of Their Daughters Attending White Schools.

Degree: PhD, Sociology, 2013, Wayne State University

  "I CAN'T JUST TURN OVER MY DAUGHTER AND LET IT BE": BLACK MOTHERS AND THE RACIAL SOCIALIZATION OF THEIR DAUGHTERS ATTENDING WHITE SCHOOLS by… (more)

Subjects/Keywords: African American daughters; African American mothers; black female identity; motherwork; racial identity development; racial socialization; African American Studies; Education; Sociology

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APA (6th Edition):

Bailey-Fakhoury, C. (2013). "i Can't Just Turn Over My Daughter And Let It Be": Black Mothers And The Racial Socialization Of Their Daughters Attending White Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/747

Chicago Manual of Style (16th Edition):

Bailey-Fakhoury, Chasity. “"i Can't Just Turn Over My Daughter And Let It Be": Black Mothers And The Racial Socialization Of Their Daughters Attending White Schools.” 2013. Doctoral Dissertation, Wayne State University. Accessed May 24, 2019. https://digitalcommons.wayne.edu/oa_dissertations/747.

MLA Handbook (7th Edition):

Bailey-Fakhoury, Chasity. “"i Can't Just Turn Over My Daughter And Let It Be": Black Mothers And The Racial Socialization Of Their Daughters Attending White Schools.” 2013. Web. 24 May 2019.

Vancouver:

Bailey-Fakhoury C. "i Can't Just Turn Over My Daughter And Let It Be": Black Mothers And The Racial Socialization Of Their Daughters Attending White Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2019 May 24]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/747.

Council of Science Editors:

Bailey-Fakhoury C. "i Can't Just Turn Over My Daughter And Let It Be": Black Mothers And The Racial Socialization Of Their Daughters Attending White Schools. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/747


University of Pennsylvania

11. Adams, Valerie N. Messages in the Medium: The Relationships Among Black Media Images, Racial Identity, Body Image, and the Racial Socialization of Black Youth.

Degree: 2010, University of Pennsylvania

 Despite modest research relating racism and media (Tynes & Ward, 2009; Ward, 2004), how Black youth interpret negative stereotype images of Black people promulgated in… (more)

Subjects/Keywords: African American; Media Socialization; Racial Socialization; Racial Identity; Adolescence; Identity Development; Developmental Psychology; Other Psychology; Social Psychology

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APA (6th Edition):

Adams, V. N. (2010). Messages in the Medium: The Relationships Among Black Media Images, Racial Identity, Body Image, and the Racial Socialization of Black Youth. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/352

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):

Adams, Valerie N. “Messages in the Medium: The Relationships Among Black Media Images, Racial Identity, Body Image, and the Racial Socialization of Black Youth.” 2010. Thesis, University of Pennsylvania. Accessed May 24, 2019. https://repository.upenn.edu/edissertations/352.

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

MLA Handbook (7th Edition):

Adams, Valerie N. “Messages in the Medium: The Relationships Among Black Media Images, Racial Identity, Body Image, and the Racial Socialization of Black Youth.” 2010. Web. 24 May 2019.

Vancouver:

Adams VN. Messages in the Medium: The Relationships Among Black Media Images, Racial Identity, Body Image, and the Racial Socialization of Black Youth. [Internet] [Thesis]. University of Pennsylvania; 2010. [cited 2019 May 24]. Available from: https://repository.upenn.edu/edissertations/352.

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

Council of Science Editors:

Adams VN. Messages in the Medium: The Relationships Among Black Media Images, Racial Identity, Body Image, and the Racial Socialization of Black Youth. [Thesis]. University of Pennsylvania; 2010. Available from: https://repository.upenn.edu/edissertations/352

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


University of Oregon

12. Rienzi, Elizabeth. A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest.

Degree: 2012, University of Oregon

 This dissertation explores the lifelong racial and ethnic identity development of Korean transracial adoptees raised in the U.S. Midwest. Using seventy-seven in-depth, semi-structured life history… (more)

Subjects/Keywords: Korean adoptee community; Korean adoptee identity; Korean transracial adoption; Midwest; Racial and ethnic identity development

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APA (6th Edition):

Rienzi, E. (2012). A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12508

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):

Rienzi, Elizabeth. “A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest.” 2012. Thesis, University of Oregon. Accessed May 24, 2019. http://hdl.handle.net/1794/12508.

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

MLA Handbook (7th Edition):

Rienzi, Elizabeth. “A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest.” 2012. Web. 24 May 2019.

Vancouver:

Rienzi E. A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest. [Internet] [Thesis]. University of Oregon; 2012. [cited 2019 May 24]. Available from: http://hdl.handle.net/1794/12508.

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

Council of Science Editors:

Rienzi E. A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest. [Thesis]. University of Oregon; 2012. Available from: http://hdl.handle.net/1794/12508

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


University of Kentucky

13. Arsenault, Chelsea. HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS.

Degree: 2018, University of Kentucky

 Historically, research on racial microaggressions has focused on adult populations within clinical as well as work environments. The literature is just beginning to examine microaggressions… (more)

Subjects/Keywords: Racial Microaggressions; White Identity Development; Racism; Education; Thematic Analysis; Teacher Education and Professional Development

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APA (6th Edition):

Arsenault, C. (2018). HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edp_etds/80

Chicago Manual of Style (16th Edition):

Arsenault, Chelsea. “HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS.” 2018. Doctoral Dissertation, University of Kentucky. Accessed May 24, 2019. https://uknowledge.uky.edu/edp_etds/80.

MLA Handbook (7th Edition):

Arsenault, Chelsea. “HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS.” 2018. Web. 24 May 2019.

Vancouver:

Arsenault C. HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2019 May 24]. Available from: https://uknowledge.uky.edu/edp_etds/80.

Council of Science Editors:

Arsenault C. HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS. [Doctoral Dissertation]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edp_etds/80


University of Georgia

14. Murfree, Samantha Wilson. Exploring racial socialization and racial identity in African American college women.

Degree: PhD, Counseling and Student Personnel Services, 2011, University of Georgia

 Research has been conducted with African American college students exploring a variety of constructs. Much of this work specifically addressed racial identity development. However, racial(more)

Subjects/Keywords: African American college women; Black women; racial socialization; racial identity; racial identity development; historically Black colleges and universities (HBCU); and predominantly White institutions (PWI)

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APA (6th Edition):

Murfree, S. W. (2011). Exploring racial socialization and racial identity in African American college women. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd

Chicago Manual of Style (16th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2011. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd.

MLA Handbook (7th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2011. Web. 24 May 2019.

Vancouver:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd.

Council of Science Editors:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/murfree_samantha_w_201105_phd


University of Southern California

15. Ashe, Susan Elizabeth. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study explored the effect race has on the daily work of white student affairs professionals, how invested participants feel in being multiculturally competent, and… (more)

Subjects/Keywords: whiteness; student affairs; multicultural competency; white privilege; color-blindess; white racial identity development; racial awareness; higher education

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APA (6th Edition):

Ashe, S. E. (2012). Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916

Chicago Manual of Style (16th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Doctoral Dissertation, University of Southern California. Accessed May 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916.

MLA Handbook (7th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Web. 24 May 2019.

Vancouver:

Ashe SE. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 May 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916.

Council of Science Editors:

Ashe SE. Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7916


University of Southern California

16. Caldwell, Quiana A. Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development.

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

 The purpose of this quantitative study was to explore the relationship of student-teacher racial congruence and teachers’ self-identity development with their perceptions of the behavior… (more)

Subjects/Keywords: teachers' perceptions; student behavior; student-teacher relationships; racial congruence; racial matching; self-identity development; optimal theory; OTAID model

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APA (6th Edition):

Caldwell, Q. A. (2013). Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6354

Chicago Manual of Style (16th Edition):

Caldwell, Quiana A. “Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development.” 2013. Doctoral Dissertation, University of Southern California. Accessed May 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6354.

MLA Handbook (7th Edition):

Caldwell, Quiana A. “Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development.” 2013. Web. 24 May 2019.

Vancouver:

Caldwell QA. Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 May 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6354.

Council of Science Editors:

Caldwell QA. Teachers’ perceptions of student behavior and relationship quality: an exploration of racial congruence and self-identity development. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6354


Texas A&M University

17. Turner-Driver, Tonya. Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine how racial and spiritual identities influenced career decision making among a select group of Blacks who recently… (more)

Subjects/Keywords: career; career development; human resource development; career decision making; spirituality and career; racial identity and career; spirituality and racial identity and career decisions

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APA (6th Edition):

Turner-Driver, T. (2014). Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153339

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):

Turner-Driver, Tonya. “Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs.” 2014. Thesis, Texas A&M University. Accessed May 24, 2019. http://hdl.handle.net/1969.1/153339.

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

MLA Handbook (7th Edition):

Turner-Driver, Tonya. “Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs.” 2014. Web. 24 May 2019.

Vancouver:

Turner-Driver T. Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 May 24]. Available from: http://hdl.handle.net/1969.1/153339.

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

Council of Science Editors:

Turner-Driver T. Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153339

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


University of Nevada – Las Vegas

18. Mcghie, Tarryn E. Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth.

Degree: PhD, Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  This study examined the early literacy experiences of Black male youth who have dropped out of school and become court involved. Specifically, it examined… (more)

Subjects/Keywords: Adolescent Development; Generative Case Study; Juvenile Justice; Literacy; Racial Identity; School-to-Prison Pipeline; Education

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APA (6th Edition):

Mcghie, T. E. (2015). Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2560

Chicago Manual of Style (16th Edition):

Mcghie, Tarryn E. “Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed May 24, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2560.

MLA Handbook (7th Edition):

Mcghie, Tarryn E. “Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth.” 2015. Web. 24 May 2019.

Vancouver:

Mcghie TE. Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 May 24]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2560.

Council of Science Editors:

Mcghie TE. Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2560


University of Oregon

19. Medina, Cynthia. An Investigation of the Effects of Racial/Ethnic Microaggressions, Sociopolitical Development, and Protective Factors on Academic Persistence Intentions among Latina/o Students.

Degree: 2013, University of Oregon

 As the nation's largest and fastest growing marginalized ethnic group, Latina/os play an increasingly crucial role in the economic and social life of the nation,… (more)

Subjects/Keywords: Academic persistence; Ethnic identity; Higher education; Latina/os; Racial microaggressions; Sociopolitical development

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APA (6th Edition):

Medina, C. (2013). An Investigation of the Effects of Racial/Ethnic Microaggressions, Sociopolitical Development, and Protective Factors on Academic Persistence Intentions among Latina/o Students. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13448

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):

Medina, Cynthia. “An Investigation of the Effects of Racial/Ethnic Microaggressions, Sociopolitical Development, and Protective Factors on Academic Persistence Intentions among Latina/o Students.” 2013. Thesis, University of Oregon. Accessed May 24, 2019. http://hdl.handle.net/1794/13448.

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

MLA Handbook (7th Edition):

Medina, Cynthia. “An Investigation of the Effects of Racial/Ethnic Microaggressions, Sociopolitical Development, and Protective Factors on Academic Persistence Intentions among Latina/o Students.” 2013. Web. 24 May 2019.

Vancouver:

Medina C. An Investigation of the Effects of Racial/Ethnic Microaggressions, Sociopolitical Development, and Protective Factors on Academic Persistence Intentions among Latina/o Students. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 May 24]. Available from: http://hdl.handle.net/1794/13448.

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

Council of Science Editors:

Medina C. An Investigation of the Effects of Racial/Ethnic Microaggressions, Sociopolitical Development, and Protective Factors on Academic Persistence Intentions among Latina/o Students. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13448

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


University of Arizona

20. Miner, Danielle D. "Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development .

Degree: 2015, University of Arizona

 This qualitative study examined how the racial identity of Black/White biracial college students shaped their college choice process, and the extent to which these students… (more)

Subjects/Keywords: Black/White biracial; college choice; color-blind; racial identity development; Higher Education; biracial

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APA (6th Edition):

Miner, D. D. (2015). "Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/593465

Chicago Manual of Style (16th Edition):

Miner, Danielle D. “"Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development .” 2015. Doctoral Dissertation, University of Arizona. Accessed May 24, 2019. http://hdl.handle.net/10150/593465.

MLA Handbook (7th Edition):

Miner, Danielle D. “"Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development .” 2015. Web. 24 May 2019.

Vancouver:

Miner DD. "Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 May 24]. Available from: http://hdl.handle.net/10150/593465.

Council of Science Editors:

Miner DD. "Too White to be Black and Too Black to be White": The Consequences of a Color-blind Orientation on Black/White Biracial Students' College Choice Process and Racial Identity Development . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/593465

21. Sharpe, Tanzeah Shanae Robinson. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.

Degree: EdD, College of Education, 2014, Ashland University

 This study explores the racial attitudes and preferences among 164 children between three and seven years of age. The study is a partial replication of… (more)

Subjects/Keywords: Developmental Psychology; Early Childhood Education; Educational Psychology; Social Psychology; early childhood education; self-esteem; identity; racial awareness; racial identification; racial preference; child development; Kenneth Clark; Mamie Clark; doll test; racial development

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APA (6th Edition):

Sharpe, T. S. R. (2014). Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027

Chicago Manual of Style (16th Edition):

Sharpe, Tanzeah Shanae Robinson. “Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.” 2014. Doctoral Dissertation, Ashland University. Accessed May 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

MLA Handbook (7th Edition):

Sharpe, Tanzeah Shanae Robinson. “Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.” 2014. Web. 24 May 2019.

Vancouver:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 May 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

Council of Science Editors:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027


Northeastern University

22. Kim, Chong Sun. The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience.

Degree: EdD, School of Education, 2012, Northeastern University

 Transracial adoption has created a hidden identity for this population, which in turn has had profound impact on their understanding of self; especially their racial(more)

Subjects/Keywords: Ethnic Identity; Higher Education; Korean American transracial adoptee; Racial Identity; Transracial Identity Development; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Kim, C. S. (2012). The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002971

Chicago Manual of Style (16th Edition):

Kim, Chong Sun. “The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience.” 2012. Doctoral Dissertation, Northeastern University. Accessed May 24, 2019. http://hdl.handle.net/2047/d20002971.

MLA Handbook (7th Edition):

Kim, Chong Sun. “The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience.” 2012. Web. 24 May 2019.

Vancouver:

Kim CS. The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 May 24]. Available from: http://hdl.handle.net/2047/d20002971.

Council of Science Editors:

Kim CS. The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002971


Wayne State University

23. Brooks Herd, Vanessa. Racial/cultural identity development in foster children placed in transracial foster homes.

Degree: EdD, Curriculum and Instruction, 2011, Wayne State University

  This qualitative study was designed to identify how racial and cultural identity is developed and maintained in foster children who are placed in foster… (more)

Subjects/Keywords: cultural identity; foster care; identity development; qualitative study; racial identity; transracial foster care; Curriculum and Instruction; Other Social and Behavioral Sciences; Social Work

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APA (6th Edition):

Brooks Herd, V. (2011). Racial/cultural identity development in foster children placed in transracial foster homes. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/231

Chicago Manual of Style (16th Edition):

Brooks Herd, Vanessa. “Racial/cultural identity development in foster children placed in transracial foster homes.” 2011. Doctoral Dissertation, Wayne State University. Accessed May 24, 2019. https://digitalcommons.wayne.edu/oa_dissertations/231.

MLA Handbook (7th Edition):

Brooks Herd, Vanessa. “Racial/cultural identity development in foster children placed in transracial foster homes.” 2011. Web. 24 May 2019.

Vancouver:

Brooks Herd V. Racial/cultural identity development in foster children placed in transracial foster homes. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 May 24]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/231.

Council of Science Editors:

Brooks Herd V. Racial/cultural identity development in foster children placed in transracial foster homes. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/231


University of Michigan

24. Greene, Shirley R. Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development.

Degree: PhD, Education, 2008, University of Michigan

 Increased diversity on campus has changed not only the racial/ethnic composition of the student body but also the nature of research on student change. This… (more)

Subjects/Keywords: Racial Identity; Ethnic Identity; Diversity; Identity Development; College Experience; Humanities; Social Sciences

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APA (6th Edition):

Greene, S. R. (2008). Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/58509

Chicago Manual of Style (16th Edition):

Greene, Shirley R. “Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development.” 2008. Doctoral Dissertation, University of Michigan. Accessed May 24, 2019. http://hdl.handle.net/2027.42/58509.

MLA Handbook (7th Edition):

Greene, Shirley R. “Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development.” 2008. Web. 24 May 2019.

Vancouver:

Greene SR. Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2019 May 24]. Available from: http://hdl.handle.net/2027.42/58509.

Council of Science Editors:

Greene SR. Converging Frameworks: Examining the Impact of Diversity-Related College Experiences on Racial/Ethnic Identity Development. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/58509


University of Florida

25. Anthony, Clarence Edward. Black College Student-Athlete Identity Achievement Status: An Intersection of Racial Identity, Athletic Identity, and Gender.

Degree: PhD, Counseling and Counselor Education - Human Development and Organizational Studies in Education, 2016, University of Florida

Subjects/Keywords: athletic-identity; emerging-adulthood; gender-studies; identity-development; racial-identity; student-athletes

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APA (6th Edition):

Anthony, C. E. (2016). Black College Student-Athlete Identity Achievement Status: An Intersection of Racial Identity, Athletic Identity, and Gender. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050137

Chicago Manual of Style (16th Edition):

Anthony, Clarence Edward. “Black College Student-Athlete Identity Achievement Status: An Intersection of Racial Identity, Athletic Identity, and Gender.” 2016. Doctoral Dissertation, University of Florida. Accessed May 24, 2019. http://ufdc.ufl.edu/UFE0050137.

MLA Handbook (7th Edition):

Anthony, Clarence Edward. “Black College Student-Athlete Identity Achievement Status: An Intersection of Racial Identity, Athletic Identity, and Gender.” 2016. Web. 24 May 2019.

Vancouver:

Anthony CE. Black College Student-Athlete Identity Achievement Status: An Intersection of Racial Identity, Athletic Identity, and Gender. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 May 24]. Available from: http://ufdc.ufl.edu/UFE0050137.

Council of Science Editors:

Anthony CE. Black College Student-Athlete Identity Achievement Status: An Intersection of Racial Identity, Athletic Identity, and Gender. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050137


University of Kentucky

26. Black, Whitney W. AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS.

Degree: 2018, University of Kentucky

 Structural racism is often perpetuated by well-intentioned White individuals who passively accept or are unaware of its existence. However, when their perceptions and understanding of… (more)

Subjects/Keywords: White Privilege; Racial Prejudice; Self-Compassion; Psychosocial Costs of Racism to Whites; Racial Identity Development; Multiculturalism; Counseling Psychology; Multicultural Psychology; Quantitative Psychology; Race and Ethnicity

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APA (6th Edition):

Black, W. W. (2018). AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edp_etds/72

Chicago Manual of Style (16th Edition):

Black, Whitney W. “AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS.” 2018. Doctoral Dissertation, University of Kentucky. Accessed May 24, 2019. https://uknowledge.uky.edu/edp_etds/72.

MLA Handbook (7th Edition):

Black, Whitney W. “AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS.” 2018. Web. 24 May 2019.

Vancouver:

Black WW. AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2019 May 24]. Available from: https://uknowledge.uky.edu/edp_etds/72.

Council of Science Editors:

Black WW. AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS. [Doctoral Dissertation]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edp_etds/72


North Carolina State University

27. Kornegay, Donna Chandler. The Influence of Racist Attitudes and Racial Identity Development Among White Counselors Within Cross-Racial Counseling Dyads with Black Clients.

Degree: PhD, Counselor Education, 2007, North Carolina State University

Subjects/Keywords: Black clients; racist attitudes; cross-racial; White counselors; racial identity development

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APA (6th Edition):

Kornegay, D. C. (2007). The Influence of Racist Attitudes and Racial Identity Development Among White Counselors Within Cross-Racial Counseling Dyads with Black Clients. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4324

Chicago Manual of Style (16th Edition):

Kornegay, Donna Chandler. “The Influence of Racist Attitudes and Racial Identity Development Among White Counselors Within Cross-Racial Counseling Dyads with Black Clients.” 2007. Doctoral Dissertation, North Carolina State University. Accessed May 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4324.

MLA Handbook (7th Edition):

Kornegay, Donna Chandler. “The Influence of Racist Attitudes and Racial Identity Development Among White Counselors Within Cross-Racial Counseling Dyads with Black Clients.” 2007. Web. 24 May 2019.

Vancouver:

Kornegay DC. The Influence of Racist Attitudes and Racial Identity Development Among White Counselors Within Cross-Racial Counseling Dyads with Black Clients. [Internet] [Doctoral dissertation]. North Carolina State University; 2007. [cited 2019 May 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4324.

Council of Science Editors:

Kornegay DC. The Influence of Racist Attitudes and Racial Identity Development Among White Counselors Within Cross-Racial Counseling Dyads with Black Clients. [Doctoral Dissertation]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4324


North Carolina State University

28. Uzzell, Kamala Latori. The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development.

Degree: PhD, Counselor Education, 2007, North Carolina State University

 The life experiences of Black males are accompanied by a host of social, psychological, economic, and political pressures that affect his wellness and racial identity(more)

Subjects/Keywords: race and gender;

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APA (6th Edition):

Uzzell, K. L. (2007). The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3417

Chicago Manual of Style (16th Edition):

Uzzell, Kamala Latori. “The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development.” 2007. Doctoral Dissertation, North Carolina State University. Accessed May 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3417.

MLA Handbook (7th Edition):

Uzzell, Kamala Latori. “The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development.” 2007. Web. 24 May 2019.

Vancouver:

Uzzell KL. The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development. [Internet] [Doctoral dissertation]. North Carolina State University; 2007. [cited 2019 May 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3417.

Council of Science Editors:

Uzzell KL. The Healthy Psychosocial Development of Black Males: The Relationship Between Wellness and Racial Identity Development. [Doctoral Dissertation]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3417


University of Kansas

29. Cruse, Sharla. THE RELATIONSHIP OF ETHNIC IDENTITY, PERCEIVED DISCRIMINATION, AND OUTGROUP CONTACT TO RACIAL ATTITUDES TOWARD WHITE PEOPLE IN AFRICAN AMERCAN COLLEGE STUDENTS.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 Many cities in the United States are currently in or have recently come out of situations where racial tensions are running dangerously high and are… (more)

Subjects/Keywords: Educational psychology; Social research; African American studies; discrimination; ethnic identity development; outgroup; racial attitudes; self-esteem

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APA (6th Edition):

Cruse, S. (2015). THE RELATIONSHIP OF ETHNIC IDENTITY, PERCEIVED DISCRIMINATION, AND OUTGROUP CONTACT TO RACIAL ATTITUDES TOWARD WHITE PEOPLE IN AFRICAN AMERCAN COLLEGE STUDENTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19506

Chicago Manual of Style (16th Edition):

Cruse, Sharla. “THE RELATIONSHIP OF ETHNIC IDENTITY, PERCEIVED DISCRIMINATION, AND OUTGROUP CONTACT TO RACIAL ATTITUDES TOWARD WHITE PEOPLE IN AFRICAN AMERCAN COLLEGE STUDENTS.” 2015. Doctoral Dissertation, University of Kansas. Accessed May 24, 2019. http://hdl.handle.net/1808/19506.

MLA Handbook (7th Edition):

Cruse, Sharla. “THE RELATIONSHIP OF ETHNIC IDENTITY, PERCEIVED DISCRIMINATION, AND OUTGROUP CONTACT TO RACIAL ATTITUDES TOWARD WHITE PEOPLE IN AFRICAN AMERCAN COLLEGE STUDENTS.” 2015. Web. 24 May 2019.

Vancouver:

Cruse S. THE RELATIONSHIP OF ETHNIC IDENTITY, PERCEIVED DISCRIMINATION, AND OUTGROUP CONTACT TO RACIAL ATTITUDES TOWARD WHITE PEOPLE IN AFRICAN AMERCAN COLLEGE STUDENTS. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 May 24]. Available from: http://hdl.handle.net/1808/19506.

Council of Science Editors:

Cruse S. THE RELATIONSHIP OF ETHNIC IDENTITY, PERCEIVED DISCRIMINATION, AND OUTGROUP CONTACT TO RACIAL ATTITUDES TOWARD WHITE PEOPLE IN AFRICAN AMERCAN COLLEGE STUDENTS. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19506


Virginia Tech

30. Beane, Dannette Gomez. Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings.

Degree: PhD, Education, Community College, 2018, Virginia Tech

 The purpose of this study was to develop an understanding of how Virginia counselors engage in social issues advocacy, specifically advocacy for Black/African American clients/students.… (more)

Subjects/Keywords: Black/African American client/student; Social issues advocacy; Racial Identity Development (RID); Multicultural counseling competency; Movement for Black Lives (M4BL)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beane, D. G. (2018). Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82964

Chicago Manual of Style (16th Edition):

Beane, Dannette Gomez. “Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings.” 2018. Doctoral Dissertation, Virginia Tech. Accessed May 24, 2019. http://hdl.handle.net/10919/82964.

MLA Handbook (7th Edition):

Beane, Dannette Gomez. “Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings.” 2018. Web. 24 May 2019.

Vancouver:

Beane DG. Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/10919/82964.

Council of Science Editors:

Beane DG. Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82964

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