Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(racial identity development). Showing records 1 – 30 of 68 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Boston College

1. Paulk, Stephanie Jeanne. Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2017, Boston College

 Supervision may be an ideal format for training psychologists to be racially and culturally responsive because supervisors can tailor interventions to fit supervisees’ individual developmental… (more)

Subjects/Keywords: clinical supervision; racial climate; racial identity development; racial responsiveness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Paulk, S. J. (2017). Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107894

Chicago Manual of Style (16th Edition):

Paulk, Stephanie Jeanne. “Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model.” 2017. Doctoral Dissertation, Boston College. Accessed October 25, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107894.

MLA Handbook (7th Edition):

Paulk, Stephanie Jeanne. “Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model.” 2017. Web. 25 Oct 2020.

Vancouver:

Paulk SJ. Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2020 Oct 25]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107894.

Council of Science Editors:

Paulk SJ. Exploring the Role of Context on Racially Responsive Supervision: The Racial Identity Social Interaction Model. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107894


Loyola University Chicago

2. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. https://ecommons.luc.edu/luc_diss/1292.

MLA Handbook (7th Edition):

Moulton, Jennifer. “Internalization of Race Messages Among Mixed Race Individuals.” 2014. Web. 25 Oct 2020.

Vancouver:

Moulton J. Internalization of Race Messages Among Mixed Race Individuals. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2014. [cited 2020 Oct 25]. 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

3. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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


University of Michigan

4. Johnson, Natasha. You Must Work Twice as Hard for Half as Much: Racial Socialization, Racial Identity, and Racism Awareness in Adolescence.

Degree: PhD, Social Work & Psychology, 2020, University of Michigan

 Scholars who examine racism at the individual level often focus on experiences of racial discrimination, or interpersonal racism. This incredibly frequent experience for Black adolescents—that… (more)

Subjects/Keywords: Racism Awareness; Adolescent Development; Black/African-American; Racial Identity; Racial Socialization; Social Work; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, N. (2020). You Must Work Twice as Hard for Half as Much: Racial Socialization, Racial Identity, and Racism Awareness in Adolescence. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/162915

Chicago Manual of Style (16th Edition):

Johnson, Natasha. “You Must Work Twice as Hard for Half as Much: Racial Socialization, Racial Identity, and Racism Awareness in Adolescence.” 2020. Doctoral Dissertation, University of Michigan. Accessed October 25, 2020. http://hdl.handle.net/2027.42/162915.

MLA Handbook (7th Edition):

Johnson, Natasha. “You Must Work Twice as Hard for Half as Much: Racial Socialization, Racial Identity, and Racism Awareness in Adolescence.” 2020. Web. 25 Oct 2020.

Vancouver:

Johnson N. You Must Work Twice as Hard for Half as Much: Racial Socialization, Racial Identity, and Racism Awareness in Adolescence. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/2027.42/162915.

Council of Science Editors:

Johnson N. You Must Work Twice as Hard for Half as Much: Racial Socialization, Racial Identity, and Racism Awareness in Adolescence. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/162915


Loyola University Chicago

5. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

Vancouver:

Segoshi M. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2020 Oct 25]. 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


Texas A&M University

6. 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: PhD, Educational Human Resource Development, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151169

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. Doctoral Dissertation, Texas A&M University. Accessed October 25, 2020. http://hdl.handle.net/1969.1/151169.

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. 25 Oct 2020.

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] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1969.1/151169.

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. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151169


University of Minnesota

7. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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


Duquesne University

8. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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


Clemson University

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. https://tigerprints.clemson.edu/all_dissertations/1030.

MLA Handbook (7th Edition):

Steele, Helen. “Racial Identity Development of Mixed Race College Students.” 2012. Web. 25 Oct 2020.

Vancouver:

Steele H. Racial Identity Development of Mixed Race College Students. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 25]. 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


Louisiana State University

10. Burrell-Craft, Kala. I Am Complicated, and So Is My Blackness: A Trifecta Exploration of Educational Spaces and Identity Development.

Degree: PhD, Education, 2018, Louisiana State University

  Myriads of research studies have been written over the past 20 years highlighting the racial gap and disparities in educational opportunities and outcomes between… (more)

Subjects/Keywords: education; educational spaces; racial space; Black identity development; critical race theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burrell-Craft, K. (2018). I Am Complicated, and So Is My Blackness: A Trifecta Exploration of Educational Spaces and Identity Development. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4754

Chicago Manual of Style (16th Edition):

Burrell-Craft, Kala. “I Am Complicated, and So Is My Blackness: A Trifecta Exploration of Educational Spaces and Identity Development.” 2018. Doctoral Dissertation, Louisiana State University. Accessed October 25, 2020. https://digitalcommons.lsu.edu/gradschool_dissertations/4754.

MLA Handbook (7th Edition):

Burrell-Craft, Kala. “I Am Complicated, and So Is My Blackness: A Trifecta Exploration of Educational Spaces and Identity Development.” 2018. Web. 25 Oct 2020.

Vancouver:

Burrell-Craft K. I Am Complicated, and So Is My Blackness: A Trifecta Exploration of Educational Spaces and Identity Development. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2020 Oct 25]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4754.

Council of Science Editors:

Burrell-Craft K. I Am Complicated, and So Is My Blackness: A Trifecta Exploration of Educational Spaces and Identity Development. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4754


Louisiana State University

11. Callais, Victoria Elizabeth. Understanding Perceptions of Race: Exploring White Racial Consciousness among White Students at a Predominately White Institution in the Southeast.

Degree: MAE, Higher Education, 2018, Louisiana State University

  Higher education is continuing to diversify and there is a need for student affairs to be intersectional in their approach (Renn & Reason, 2013).… (more)

Subjects/Keywords: white racial consciousness; white privilege; whiteness; white identity development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Callais, V. E. (2018). Understanding Perceptions of Race: Exploring White Racial Consciousness among White Students at a Predominately White Institution in the Southeast. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4634

Chicago Manual of Style (16th Edition):

Callais, Victoria Elizabeth. “Understanding Perceptions of Race: Exploring White Racial Consciousness among White Students at a Predominately White Institution in the Southeast.” 2018. Masters Thesis, Louisiana State University. Accessed October 25, 2020. https://digitalcommons.lsu.edu/gradschool_theses/4634.

MLA Handbook (7th Edition):

Callais, Victoria Elizabeth. “Understanding Perceptions of Race: Exploring White Racial Consciousness among White Students at a Predominately White Institution in the Southeast.” 2018. Web. 25 Oct 2020.

Vancouver:

Callais VE. Understanding Perceptions of Race: Exploring White Racial Consciousness among White Students at a Predominately White Institution in the Southeast. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2020 Oct 25]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4634.

Council of Science Editors:

Callais VE. Understanding Perceptions of Race: Exploring White Racial Consciousness among White Students at a Predominately White Institution in the Southeast. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4634


University of Maryland

12. Cooley, Shelby Patricia. Children and adolescents' interpretations of peer based social exclusion.

Degree: Human Development, 2015, University of Maryland

 Developmental research on intergroup attitudes has identified social exclusion as a complex peer interaction that can often reflect stereotypes and bias (Killen, Mulvey, & Hitti,… (more)

Subjects/Keywords: Developmental psychology; Peer rejection; Racial identity; Social development; Social exclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cooley, S. P. (2015). Children and adolescents' interpretations of peer based social exclusion. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16940

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):

Cooley, Shelby Patricia. “Children and adolescents' interpretations of peer based social exclusion.” 2015. Thesis, University of Maryland. Accessed October 25, 2020. http://hdl.handle.net/1903/16940.

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

MLA Handbook (7th Edition):

Cooley, Shelby Patricia. “Children and adolescents' interpretations of peer based social exclusion.” 2015. Web. 25 Oct 2020.

Vancouver:

Cooley SP. Children and adolescents' interpretations of peer based social exclusion. [Internet] [Thesis]. University of Maryland; 2015. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1903/16940.

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

Council of Science Editors:

Cooley SP. Children and adolescents' interpretations of peer based social exclusion. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16940

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


Virginia Tech

13. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. http://hdl.handle.net/10919/56646.

MLA Handbook (7th Edition):

Weeks, Cheri. “Ecosystemic determinants of and Predictive Relations to Racial Identity.” 2015. Web. 25 Oct 2020.

Vancouver:

Weeks C. Ecosystemic determinants of and Predictive Relations to Racial Identity. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Oct 25]. 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


Wayne State University

14. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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 Oregon

15. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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

16. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

Vancouver:

Arsenault C. HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2020 Oct 25]. 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

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

Degree: 2014, 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)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murfree, S. W. (2014). Exploring racial socialization and racial identity in African American college women. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27245

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):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2014. Thesis, University of Georgia. Accessed October 25, 2020. http://hdl.handle.net/10724/27245.

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

MLA Handbook (7th Edition):

Murfree, Samantha Wilson. “Exploring racial socialization and racial identity in African American college women.” 2014. Web. 25 Oct 2020.

Vancouver:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10724/27245.

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

Council of Science Editors:

Murfree SW. Exploring racial socialization and racial identity in African American college women. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27245

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


University of Southern California

18. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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/7927

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 October 25, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7927.

MLA Handbook (7th Edition):

Ashe, Susan Elizabeth. “Whiteness: a narrative analysis on student affairs professionals, race, identity, and multicultural competency.” 2012. Web. 25 Oct 2020.

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 2020 Oct 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115888/rec/7927.

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/7927


University of Southern California

19. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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/6363

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 October 25, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363.

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. 25 Oct 2020.

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 2020 Oct 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/303983/rec/6363.

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/6363


University of Maryland

20. Woodall, Ashley Marie. Racial/Ethnic Differences in Depression During the Transition to High School: Findings from the National Longitudinal Study of Adolescent to Adult Health.

Degree: Epidemiology and Biostatistics, 2015, University of Maryland

 This study investigates racial/ethnic differences in the change in depressive symptoms during the transition to high school. Weighted multivariable linear regression was used to assess… (more)

Subjects/Keywords: Epidemiology; Mental health; Ethnic studies; Add Health; Adolescent Health; Depression; Normative Transitions; Racial Disparities; Racial Identity Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Woodall, A. M. (2015). Racial/Ethnic Differences in Depression During the Transition to High School: Findings from the National Longitudinal Study of Adolescent to Adult Health. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16792

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):

Woodall, Ashley Marie. “Racial/Ethnic Differences in Depression During the Transition to High School: Findings from the National Longitudinal Study of Adolescent to Adult Health.” 2015. Thesis, University of Maryland. Accessed October 25, 2020. http://hdl.handle.net/1903/16792.

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

MLA Handbook (7th Edition):

Woodall, Ashley Marie. “Racial/Ethnic Differences in Depression During the Transition to High School: Findings from the National Longitudinal Study of Adolescent to Adult Health.” 2015. Web. 25 Oct 2020.

Vancouver:

Woodall AM. Racial/Ethnic Differences in Depression During the Transition to High School: Findings from the National Longitudinal Study of Adolescent to Adult Health. [Internet] [Thesis]. University of Maryland; 2015. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1903/16792.

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

Council of Science Editors:

Woodall AM. Racial/Ethnic Differences in Depression During the Transition to High School: Findings from the National Longitudinal Study of Adolescent to Adult Health. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16792

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


Texas A&M University

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

Degree: PhD, Educational Human Resource Development, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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. Doctoral Dissertation, Texas A&M University. Accessed October 25, 2020. http://hdl.handle.net/1969.1/153339.

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. 25 Oct 2020.

Vancouver:

Turner-Driver T. Spirituality and Race in Career Decision Making: Perspectives of Blacks Who Recently Graduated from Undergraduate Programs. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1969.1/153339.

Council of Science Editors:

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


University of Oregon

22. 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: PhD, Department of Counseling Psychology and Human Services, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/13448

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. Doctoral Dissertation, University of Oregon. Accessed October 25, 2020. http://hdl.handle.net/1794/13448.

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. 25 Oct 2020.

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] [Doctoral dissertation]. University of Oregon; 2013. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1794/13448.

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. [Doctoral Dissertation]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13448


University of Arizona

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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


University of Michigan

24. Mathews, Channing. What Does it Mean to be Black and Aware? A Theoretical and Empirical Analysis of Black Racial Identity and Critical Consciousness.

Degree: PhD, Education & Psychology, 2020, University of Michigan

 Black racial identity (i.e., the process and content of developing Black identity) and critical consciousness (i.e., awareness, beliefs, and actions to challenge structural oppression) are… (more)

Subjects/Keywords: racial identity; critical consciousness; Black youth; sociopolitical development; Education; Psychology; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mathews, C. (2020). What Does it Mean to be Black and Aware? A Theoretical and Empirical Analysis of Black Racial Identity and Critical Consciousness. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/163187

Chicago Manual of Style (16th Edition):

Mathews, Channing. “What Does it Mean to be Black and Aware? A Theoretical and Empirical Analysis of Black Racial Identity and Critical Consciousness.” 2020. Doctoral Dissertation, University of Michigan. Accessed October 25, 2020. http://hdl.handle.net/2027.42/163187.

MLA Handbook (7th Edition):

Mathews, Channing. “What Does it Mean to be Black and Aware? A Theoretical and Empirical Analysis of Black Racial Identity and Critical Consciousness.” 2020. Web. 25 Oct 2020.

Vancouver:

Mathews C. What Does it Mean to be Black and Aware? A Theoretical and Empirical Analysis of Black Racial Identity and Critical Consciousness. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/2027.42/163187.

Council of Science Editors:

Mathews C. What Does it Mean to be Black and Aware? A Theoretical and Empirical Analysis of Black Racial Identity and Critical Consciousness. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/163187

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

Vancouver:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Oct 25]. 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


University of Michigan

26. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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


Wayne State University

27. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

Vancouver:

Brooks Herd V. Racial/cultural identity development in foster children placed in transracial foster homes. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2020 Oct 25]. 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


Northeastern University

28. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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


University of Florida

29. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 https://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 October 25, 2020. https://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. 25 Oct 2020.

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 2020 Oct 25]. Available from: https://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: https://ufdc.ufl.edu/UFE0050137


North Carolina State University

30. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 25, 2020. 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. 25 Oct 2020.

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 2020 Oct 25]. 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

[1] [2] [3]

.