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:(underrepresented students). Showing records 1 – 30 of 71 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

Degrees

▼ Search Limiters


Texas A&M University

1. Hubert, Tarcia Lasha. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.

Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University

 Implementing culturally relevant pedagogy (CRP) in a mathematics classroom is often recommended by researchers as a strategy for improving mathematical achievement among underrepresented students. This… (more)

Subjects/Keywords: culturally relevant; mathematics; intervention; underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hubert, T. L. (2013). Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151748

Chicago Manual of Style (16th Edition):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 21, 2020. http://hdl.handle.net/1969.1/151748.

MLA Handbook (7th Edition):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Web. 21 Oct 2020.

Vancouver:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/1969.1/151748.

Council of Science Editors:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151748


Penn State University

2. Garner, Ana Esther. The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes.

Degree: 2018, Penn State University

 This qualitative research explores the long-term influence of study abroad on Gilman recipients’ lived experience. The Gilman Scholarship Program is the only program sponsored by… (more)

Subjects/Keywords: Study abroad; underrepresented students; psychosocial outcomes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garner, A. E. (2018). The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15192aeg23

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):

Garner, Ana Esther. “The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes.” 2018. Thesis, Penn State University. Accessed October 21, 2020. https://submit-etda.libraries.psu.edu/catalog/15192aeg23.

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

MLA Handbook (7th Edition):

Garner, Ana Esther. “The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes.” 2018. Web. 21 Oct 2020.

Vancouver:

Garner AE. The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Oct 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/15192aeg23.

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

Council of Science Editors:

Garner AE. The Impact of the Gilman Scholarship on Underrepresented Students Studying Abroad: A Qualitative Exploration of Psychosocial Outcomes. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15192aeg23

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


University of North Texas

3. Premraj, Divya. Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields.

Degree: 2018, University of North Texas

 The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of… (more)

Subjects/Keywords: STEM; Retention; Underrepresented students; Hierarchical Regression

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Premraj, D. (2018). Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404530/

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):

Premraj, Divya. “Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields.” 2018. Thesis, University of North Texas. Accessed October 21, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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

MLA Handbook (7th Edition):

Premraj, Divya. “Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields.” 2018. Web. 21 Oct 2020.

Vancouver:

Premraj D. Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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

Council of Science Editors:

Premraj D. Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404530/

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


University of Southern California

4. Oseguera, Tonantzin. Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs.

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

 This study applies self-efficacy theory from research on career-decision making to understand what influences underrepresented students’ decision to enter the student affairs profession. The purpose… (more)

Subjects/Keywords: NASPA; student affairs; NUFP; underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Oseguera, T. (2013). Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1453

Chicago Manual of Style (16th Edition):

Oseguera, Tonantzin. “Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 21, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1453.

MLA Handbook (7th Edition):

Oseguera, Tonantzin. “Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs.” 2013. Web. 21 Oct 2020.

Vancouver:

Oseguera T. Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Oct 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1453.

Council of Science Editors:

Oseguera T. Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/313528/rec/1453


University of Hawaii – Manoa

5. Silva, Jaydene Rk. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

Teacher transiency and teacher quality are of utmost concern in Hawaiʻi. For decades, the Hawaiʻi Department of Education… (more)

Subjects/Keywords: teacher preparation; community college; underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Silva, J. R. (2015). Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101141

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):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Thesis, University of Hawaii – Manoa. Accessed October 21, 2020. http://hdl.handle.net/10125/101141.

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

MLA Handbook (7th Edition):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Web. 21 Oct 2020.

Vancouver:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/10125/101141.

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

Council of Science Editors:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101141

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


University of Arizona

6. Blatter, Andrew R. Underrepresented Students at Highly Selective Universities: Are Institutions Supporting Students’ Aspirations? .

Degree: 2020, University of Arizona

 Highly selective universities have long played a role as one of the gatekeepers to privileged positions in society. For the last century underrepresented students have… (more)

Subjects/Keywords: Aspirations; Highly Selective Universities; Social Stratification; Transfer Students; Underrepresented Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blatter, A. R. (2020). Underrepresented Students at Highly Selective Universities: Are Institutions Supporting Students’ Aspirations? . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/642067

Chicago Manual of Style (16th Edition):

Blatter, Andrew R. “Underrepresented Students at Highly Selective Universities: Are Institutions Supporting Students’ Aspirations? .” 2020. Doctoral Dissertation, University of Arizona. Accessed October 21, 2020. http://hdl.handle.net/10150/642067.

MLA Handbook (7th Edition):

Blatter, Andrew R. “Underrepresented Students at Highly Selective Universities: Are Institutions Supporting Students’ Aspirations? .” 2020. Web. 21 Oct 2020.

Vancouver:

Blatter AR. Underrepresented Students at Highly Selective Universities: Are Institutions Supporting Students’ Aspirations? . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/10150/642067.

Council of Science Editors:

Blatter AR. Underrepresented Students at Highly Selective Universities: Are Institutions Supporting Students’ Aspirations? . [Doctoral Dissertation]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642067


Clemson University

7. Kniess, Dena. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.

Degree: PhD, Educational Leadership, 2013, Clemson University

  The majority of retention efforts have focused on the first-year of college, however just as many students leave college after their second-year (Berkner, He,… (more)

Subjects/Keywords: Phenomenology; Second-year students; Underrepresented students; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kniess, D. (2013). Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1092

Chicago Manual of Style (16th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Doctoral Dissertation, Clemson University. Accessed October 21, 2020. https://tigerprints.clemson.edu/all_dissertations/1092.

MLA Handbook (7th Edition):

Kniess, Dena. “Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study.” 2013. Web. 21 Oct 2020.

Vancouver:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2020 Oct 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1092.

Council of Science Editors:

Kniess D. Underrepresented Students' Perception of their Second-Year in College: A Phenomenological Study. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1092


Texas A&M University

8. Dennis, Brady Allen. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?.

Degree: PhD, Educational Administration, 2017, Texas A&M University

 This dissertation examined the experiences of underrepresented-in-medicine transfer students studying in a Division I, research university in the South that is considered to be a… (more)

Subjects/Keywords: Underrepresented; medicine; transfer; students; education; college; university; resiliency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dennis, B. A. (2017). Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161340

Chicago Manual of Style (16th Edition):

Dennis, Brady Allen. “Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 21, 2020. http://hdl.handle.net/1969.1/161340.

MLA Handbook (7th Edition):

Dennis, Brady Allen. “Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?.” 2017. Web. 21 Oct 2020.

Vancouver:

Dennis BA. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/1969.1/161340.

Council of Science Editors:

Dennis BA. Is Transfer Shock a Treatable Condition for Underrepresented in Medicine Students Transferring to a Predominantly White Institution, with a Goal of Medical School Admission?. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161340


University of Illinois – Urbana-Champaign

9. Valdiviejas Cohn, Hannah. Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis.

Degree: MS, Educational Psychology, 2020, University of Illinois – Urbana-Champaign

 Metacognition is a valuable tool for learning, due to its role in self-regulated learning (SRL). However, the online setting brings a new challenge of examining… (more)

Subjects/Keywords: Metacognition; STEM college course; underrepresented STEM students; automatic detection; replication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Valdiviejas Cohn, H. (2020). Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/107947

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):

Valdiviejas Cohn, Hannah. “Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis.” 2020. Thesis, University of Illinois – Urbana-Champaign. Accessed October 21, 2020. http://hdl.handle.net/2142/107947.

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

MLA Handbook (7th Edition):

Valdiviejas Cohn, Hannah. “Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis.” 2020. Web. 21 Oct 2020.

Vancouver:

Valdiviejas Cohn H. Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2020. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/2142/107947.

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

Council of Science Editors:

Valdiviejas Cohn H. Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis. [Thesis]. University of Illinois – Urbana-Champaign; 2020. Available from: http://hdl.handle.net/2142/107947

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


East Tennessee State University

10. Springfield, Derriell M. Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  Student retention rates and graduation rates currently play a major role in measuring the success of institutions of higher education. To contribute to the… (more)

Subjects/Keywords: underrepresented students; programs; GPA; retention rates; graduation rates; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Springfield, D. M. (2013). Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1146

Chicago Manual of Style (16th Edition):

Springfield, Derriell M. “Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed October 21, 2020. https://dc.etsu.edu/etd/1146.

MLA Handbook (7th Edition):

Springfield, Derriell M. “Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students.” 2013. Web. 21 Oct 2020.

Vancouver:

Springfield DM. Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2020 Oct 21]. Available from: https://dc.etsu.edu/etd/1146.

Council of Science Editors:

Springfield DM. Collegiate Academic Enhancement Programs: The Benefits of Multi-Year Programs Compared to the Benefits of One-Year Programs for Traditionally Underrepresented Students. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1146


University of Edinburgh

11. Friend, Katherine Louise. Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study.

Degree: PhD, 2016, University of Edinburgh

 This nested multi-site case study uses data from interviews with thirty underrepresented students to explore how these students experience elite universities. Although greater numbers of… (more)

Subjects/Keywords: 378.1; widening participation; student experience; underrepresented students; higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Friend, K. L. (2016). Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/23569

Chicago Manual of Style (16th Edition):

Friend, Katherine Louise. “Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed October 21, 2020. http://hdl.handle.net/1842/23569.

MLA Handbook (7th Edition):

Friend, Katherine Louise. “Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study.” 2016. Web. 21 Oct 2020.

Vancouver:

Friend KL. Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/1842/23569.

Council of Science Editors:

Friend KL. Widening participation initiatives and the experience of underrepresented students at three elite institutions : a comparative study. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/23569


University of Minnesota

12. Hermida, Alexander. Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution.

Degree: PhD, Educational Policy and Administration, 2017, University of Minnesota

 The attrition of doctoral students in U.S. higher education, especially those who are underrepresented, is an understudied problem. This study examines how underrepresented minority doctoral… (more)

Subjects/Keywords: Campus Climate; Oppression; Sense of Belonging; Socialization; Student Identity; Underrepresented Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hermida, A. (2017). Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/193430

Chicago Manual of Style (16th Edition):

Hermida, Alexander. “Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution.” 2017. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2020. http://hdl.handle.net/11299/193430.

MLA Handbook (7th Edition):

Hermida, Alexander. “Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution.” 2017. Web. 21 Oct 2020.

Vancouver:

Hermida A. Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/11299/193430.

Council of Science Editors:

Hermida A. Everyday Oppression: The Challenges of Belonging for Underrepresented Doctoral Students at a Predominantly White Institution. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/193430


University of Southern California

13. Lee, Rebecca Elizabeth. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.

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

 Despite the proliferation of women in higher education and the workforce, they have yet to achieve parity with men in many of the science, technology,… (more)

Subjects/Keywords: mathematics; MESA program; social capital; STEM majors; underrepresented students; women

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, R. E. (2011). Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4346

Chicago Manual of Style (16th Edition):

Lee, Rebecca Elizabeth. “Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 21, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4346.

MLA Handbook (7th Edition):

Lee, Rebecca Elizabeth. “Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students.” 2011. Web. 21 Oct 2020.

Vancouver:

Lee RE. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Oct 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4346.

Council of Science Editors:

Lee RE. Navigating the science, technology, engineering, and mathematics pipeline: how social capital impacts the educational attainment of college-bound female students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/637039/rec/4346


Clemson University

14. Pfirman, Aubrie Lynn. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.

Degree: PhD, Engineering and Science Education, 2018, Clemson University

 While it is typical for doctoral students in the sciences to have a faculty advisor, not all students can name a mentor for their doctoral… (more)

Subjects/Keywords: Chemistry education; Doctoral education; Graduate Education; Phenomenography; Qualitative research; Underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pfirman, A. L. (2018). Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2198

Chicago Manual of Style (16th Edition):

Pfirman, Aubrie Lynn. “Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.” 2018. Doctoral Dissertation, Clemson University. Accessed October 21, 2020. https://tigerprints.clemson.edu/all_dissertations/2198.

MLA Handbook (7th Edition):

Pfirman, Aubrie Lynn. “Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.” 2018. Web. 21 Oct 2020.

Vancouver:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2020 Oct 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/2198.

Council of Science Editors:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2198


University of Texas – Austin

15. Wright, Jaylen Isaiah. Examining the roles of resilience and belonging as mediators in the association between positivity and anxiety among underrepresented college students.

Degree: MSin Health Behavior and Health Education, Health Behavior and Health Education, 2019, University of Texas – Austin

 Objective: This study examined a conceptual model of resilience and sense of belonging as mediators in the association between positivity and generalized anxiety among underrepresented(more)

Subjects/Keywords: Underrepresented; First generation; College students; Positive emotions; Resilience; Belonging; Anxiety

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wright, J. I. (2019). Examining the roles of resilience and belonging as mediators in the association between positivity and anxiety among underrepresented college students. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/5700

Chicago Manual of Style (16th Edition):

Wright, Jaylen Isaiah. “Examining the roles of resilience and belonging as mediators in the association between positivity and anxiety among underrepresented college students.” 2019. Masters Thesis, University of Texas – Austin. Accessed October 21, 2020. http://dx.doi.org/10.26153/tsw/5700.

MLA Handbook (7th Edition):

Wright, Jaylen Isaiah. “Examining the roles of resilience and belonging as mediators in the association between positivity and anxiety among underrepresented college students.” 2019. Web. 21 Oct 2020.

Vancouver:

Wright JI. Examining the roles of resilience and belonging as mediators in the association between positivity and anxiety among underrepresented college students. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2020 Oct 21]. Available from: http://dx.doi.org/10.26153/tsw/5700.

Council of Science Editors:

Wright JI. Examining the roles of resilience and belonging as mediators in the association between positivity and anxiety among underrepresented college students. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/5700

16. Smith, Jennifer Lee. Undergraduate peer mentors serving underrepresented students at a predominantly white institution.

Degree: PhD, Educational Administration, 2014, University of Texas – Austin

 Higher education is facing national calls for increased graduation and retention rates (Good, Halpin, & Halpin, 2000; Obama, 2009). In an effort to answer these… (more)

Subjects/Keywords: Peer mentor; Underrepresented students

…viii Undergraduate Peer Mentors Serving Underrepresented Students at a Predominantly White… …possess in order to create supportive environments for underrepresented students. The purpose of… …mentors who served underrepresented students at a predominantly white institution. Utilizing a… …39 Challenges Faced by Underrepresented College Students… …147 Working with Underrepresented Students… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Smith, J. L. (2014). Undergraduate peer mentors serving underrepresented students at a predominantly white institution. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25002

Chicago Manual of Style (16th Edition):

Smith, Jennifer Lee. “Undergraduate peer mentors serving underrepresented students at a predominantly white institution.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2020. http://hdl.handle.net/2152/25002.

MLA Handbook (7th Edition):

Smith, Jennifer Lee. “Undergraduate peer mentors serving underrepresented students at a predominantly white institution.” 2014. Web. 21 Oct 2020.

Vancouver:

Smith JL. Undergraduate peer mentors serving underrepresented students at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/2152/25002.

Council of Science Editors:

Smith JL. Undergraduate peer mentors serving underrepresented students at a predominantly white institution. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25002


Oklahoma State University

17. Dewitt, Nicole Juliana. Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass.

Degree: Education, 2013, Oklahoma State University

 The scope of this study was limited to students at Eastern Washington University who chose to participate. The purpose was to examine the relationship between… (more)

Subjects/Keywords: achievement motivation; non- intact families; resilience; stress; underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dewitt, N. J. (2013). Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/11081

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):

Dewitt, Nicole Juliana. “Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass.” 2013. Thesis, Oklahoma State University. Accessed October 21, 2020. http://hdl.handle.net/11244/11081.

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

MLA Handbook (7th Edition):

Dewitt, Nicole Juliana. “Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass.” 2013. Web. 21 Oct 2020.

Vancouver:

Dewitt NJ. Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass. [Internet] [Thesis]. Oklahoma State University; 2013. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/11244/11081.

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

Council of Science Editors:

Dewitt NJ. Stress, Resilience, and Achievement Motivation in College Students : the Full Half of the Glass. [Thesis]. Oklahoma State University; 2013. Available from: http://hdl.handle.net/11244/11081

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


Vanderbilt University

18. Bentley, Lydia Claire. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 My research questions pertain to (1) how Black undergraduate students—who were interested in STEM at college entrance—perceive influences on their choice of a STEM or… (more)

Subjects/Keywords: Black college students; Underrepresented minority students; STEM persistence; higher education; STEM education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bentley, L. C. (2017). Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14145

Chicago Manual of Style (16th Edition):

Bentley, Lydia Claire. “Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed October 21, 2020. http://hdl.handle.net/1803/14145.

MLA Handbook (7th Edition):

Bentley, Lydia Claire. “Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Web. 21 Oct 2020.

Vancouver:

Bentley LC. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/1803/14145.

Council of Science Editors:

Bentley LC. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14145


University of Colorado

19. Coffey, Shannon Marie. Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia.

Degree: MA, Sociology, 2011, University of Colorado

  This thesis investigates the experiences of a group of students who are underrepresented within academia - degree seeking undergraduates that identify as being first… (more)

Subjects/Keywords: Double Conciousness; First generation; Students of Color; Underrepresented Students; Veil; Working class; Esthetics; Sociology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Coffey, S. M. (2011). Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/socy_gradetds/8

Chicago Manual of Style (16th Edition):

Coffey, Shannon Marie. “Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia.” 2011. Masters Thesis, University of Colorado. Accessed October 21, 2020. https://scholar.colorado.edu/socy_gradetds/8.

MLA Handbook (7th Edition):

Coffey, Shannon Marie. “Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia.” 2011. Web. 21 Oct 2020.

Vancouver:

Coffey SM. Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2020 Oct 21]. Available from: https://scholar.colorado.edu/socy_gradetds/8.

Council of Science Editors:

Coffey SM. Caught Between Conflicting Worlds?: A Du Boisian Study of the Experiences of Students Who Are Underrepresented in Academia. [Masters Thesis]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/socy_gradetds/8


George Mason University

20. Gnoleba, Michelle A. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .

Degree: 2015, George Mason University

 The present study focused on undergraduate college students (N = 214) with the aim to (a) investigate relationships among faculty-student interactions, academic self-efficacy, self-regulation and… (more)

Subjects/Keywords: faculty-student interaction; academic self-efficacy; self-regulation; self-efficacy; underrepresented minority students; undergraduate students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gnoleba, M. A. (2015). Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10253

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):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Thesis, George Mason University. Accessed October 21, 2020. http://hdl.handle.net/1920/10253.

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

MLA Handbook (7th Edition):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Web. 21 Oct 2020.

Vancouver:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Internet] [Thesis]. George Mason University; 2015. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/1920/10253.

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

Council of Science Editors:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/10253

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


University of Louisville

21. Woods, C. J. The Texas 10% law and its impact on admitted students.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2011, University of Louisville

 This qualitative case study explored the experiences of 10 Top 10% African American and Hispanic students at Texas A&M University. The purpose of the study… (more)

Subjects/Keywords: Minority students; Percentage plans; Underrepresented students; Admissions; Critical race theory; Educational policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Woods, C. J. (2011). The Texas 10% law and its impact on admitted students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590

Chicago Manual of Style (16th Edition):

Woods, C J. “The Texas 10% law and its impact on admitted students.” 2011. Doctoral Dissertation, University of Louisville. Accessed October 21, 2020. 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590.

MLA Handbook (7th Edition):

Woods, C J. “The Texas 10% law and its impact on admitted students.” 2011. Web. 21 Oct 2020.

Vancouver:

Woods CJ. The Texas 10% law and its impact on admitted students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2020 Oct 21]. Available from: 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590.

Council of Science Editors:

Woods CJ. The Texas 10% law and its impact on admitted students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1590 ; https://ir.library.louisville.edu/etd/1590


University of Colorado

22. Myers, Beth Ann. Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education.

Degree: PhD, Civil, Environmental & Architectural Engineering, 2016, University of Colorado

  To create a more competitive and creative engineering workforce, breakthroughs in how we attract and educate more diverse engineers are mandated. Despite a programmatic… (more)

Subjects/Keywords: broadening participation; enrollment; gender; policy and practice; standardized tests; underrepresented students; Engineering; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Myers, B. A. (2016). Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/cven_gradetds/27

Chicago Manual of Style (16th Edition):

Myers, Beth Ann. “Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education.” 2016. Doctoral Dissertation, University of Colorado. Accessed October 21, 2020. https://scholar.colorado.edu/cven_gradetds/27.

MLA Handbook (7th Edition):

Myers, Beth Ann. “Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education.” 2016. Web. 21 Oct 2020.

Vancouver:

Myers BA. Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2020 Oct 21]. Available from: https://scholar.colorado.edu/cven_gradetds/27.

Council of Science Editors:

Myers BA. Evaluating Admission Practices as Potential Barriers to Creating Equitable Access to Undergraduate Engineering Education. [Doctoral Dissertation]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/cven_gradetds/27


Liberty University

23. Acosta, Michael David. Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina.

Degree: 2019, Liberty University

 The purpose of this multiple case study was to explore how Newland, Big Hills, and Edison Elementary, which are public elementary schools in North Carolina,… (more)

Subjects/Keywords: Gifted Education; Underrepresented Students; Social Dominance Theory; Poverty; Education; Elementary Education; Leadership Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Acosta, M. D. (2019). Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2075

Chicago Manual of Style (16th Edition):

Acosta, Michael David. “Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina.” 2019. Doctoral Dissertation, Liberty University. Accessed October 21, 2020. https://digitalcommons.liberty.edu/doctoral/2075.

MLA Handbook (7th Edition):

Acosta, Michael David. “Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina.” 2019. Web. 21 Oct 2020.

Vancouver:

Acosta MD. Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Oct 21]. Available from: https://digitalcommons.liberty.edu/doctoral/2075.

Council of Science Editors:

Acosta MD. Gifted Education: A Multi-Case Study on the Identification Process of Historically Underrepresented Students in Gifted Programs in North Carolina. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2075

24. Holoman, Linda Marie. Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates.

Degree: 2013, Ferris State University

 This phenomenological study describes the lived experiences of underrepresented minorities (URMs) who graduated from a community college with a STEM (Science, Technology, Engineering, Math) degree… (more)

Subjects/Keywords: Underrepresented minority students (URM); Community colleges; STEM (Science, Technology, Engineering, Math) degree; Student lived experience

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holoman, L. M. (2013). Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5266

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):

Holoman, Linda Marie. “Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates.” 2013. Thesis, Ferris State University. Accessed October 21, 2020. http://hdl.handle.net/2323/5266.

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

MLA Handbook (7th Edition):

Holoman, Linda Marie. “Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates.” 2013. Web. 21 Oct 2020.

Vancouver:

Holoman LM. Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates. [Internet] [Thesis]. Ferris State University; 2013. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/2323/5266.

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

Council of Science Editors:

Holoman LM. Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates. [Thesis]. Ferris State University; 2013. Available from: http://hdl.handle.net/2323/5266

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


University of Illinois – Urbana-Champaign

25. Vaughan, Terry. Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 The Ronald E. McNair Scholars Postbaccalaureate Achievement Program is a federally funded program in the United States aimed at preparing underrepresented undergraduate students for graduate… (more)

Subjects/Keywords: McNair Scholars Program; Higher education; Formal mentoring; Faculty-student relationships; Underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vaughan, T. (2017). Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98225

Chicago Manual of Style (16th Edition):

Vaughan, Terry. “Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 21, 2020. http://hdl.handle.net/2142/98225.

MLA Handbook (7th Edition):

Vaughan, Terry. “Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships.” 2017. Web. 21 Oct 2020.

Vancouver:

Vaughan T. Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/2142/98225.

Council of Science Editors:

Vaughan T. Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98225


Duquesne University

26. Knox, Renee. Improving Higher Education Attainment Among African American Women.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2015, Duquesne University

 African American women enroll and persist in post-secondary education at higher rates than African American males yet there is little research on the factors that… (more)

Subjects/Keywords: African American Women; Black Culture; Educational Equity; Gender Bias; Student Persistence; Underrepresented Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knox, R. (2015). Improving Higher Education Attainment Among African American Women. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/760

Chicago Manual of Style (16th Edition):

Knox, Renee. “Improving Higher Education Attainment Among African American Women.” 2015. Doctoral Dissertation, Duquesne University. Accessed October 21, 2020. https://dsc.duq.edu/etd/760.

MLA Handbook (7th Edition):

Knox, Renee. “Improving Higher Education Attainment Among African American Women.” 2015. Web. 21 Oct 2020.

Vancouver:

Knox R. Improving Higher Education Attainment Among African American Women. [Internet] [Doctoral dissertation]. Duquesne University; 2015. [cited 2020 Oct 21]. Available from: https://dsc.duq.edu/etd/760.

Council of Science Editors:

Knox R. Improving Higher Education Attainment Among African American Women. [Doctoral Dissertation]. Duquesne University; 2015. Available from: https://dsc.duq.edu/etd/760


Virginia Tech

27. Silas, Michael Antonio. Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success.

Degree: PhD, Agricultural and Extension Education, 2016, Virginia Tech

 Due to an impending STEM shortage facing the United States, it is critically important that students of color are recruited to scientific disciplines. This STEM… (more)

Subjects/Keywords: Agriculture; Agricultural Education; 1862 Land-Grant Institutions; Path-Goal Theory of Leadership; Reasoned Action Theory; Students of Color; Underrepresented Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Silas, M. A. (2016). Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73607

Chicago Manual of Style (16th Edition):

Silas, Michael Antonio. “Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2020. http://hdl.handle.net/10919/73607.

MLA Handbook (7th Edition):

Silas, Michael Antonio. “Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success.” 2016. Web. 21 Oct 2020.

Vancouver:

Silas MA. Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/10919/73607.

Council of Science Editors:

Silas MA. Improving the Pipeline for Students of Color at 1862 Colleges of Agriculture: A Qualitative Study That Examines Administrators’ Perceptions of Diversity, Barriers, and Strategies for Success. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73607


University of Georgia

28. Cook, Nicole Shaub. A case study of C5 Georgia.

Degree: 2015, University of Georgia

 The purpose of this study was to investigate how a college access program for students from low-income backgrounds was promoting access to postsecondary education. The… (more)

Subjects/Keywords: College access programs; Students from low-income backgrounds; Postsecondary education; Social capital; Cultural capital; College access; Underrepresented students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cook, N. S. (2015). A case study of C5 Georgia. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30900

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):

Cook, Nicole Shaub. “A case study of C5 Georgia.” 2015. Thesis, University of Georgia. Accessed October 21, 2020. http://hdl.handle.net/10724/30900.

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

MLA Handbook (7th Edition):

Cook, Nicole Shaub. “A case study of C5 Georgia.” 2015. Web. 21 Oct 2020.

Vancouver:

Cook NS. A case study of C5 Georgia. [Internet] [Thesis]. University of Georgia; 2015. [cited 2020 Oct 21]. Available from: http://hdl.handle.net/10724/30900.

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

Council of Science Editors:

Cook NS. A case study of C5 Georgia. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/30900

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


Texas State University – San Marcos

29. Flaggs, Darolyn A. Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 To expand theoretical models concerning college student retention and emphasize factors that may be particularly important for underrepresented minorities enrolled in developmental education (DE) mathematics… (more)

Subjects/Keywords: Developmental mathematics; African American students; Underrepresented students; Campus racial climate; Sense of belonging; Resilience; Persistence; Academic achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Flaggs, D. A. (2018). Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8785

Chicago Manual of Style (16th Edition):

Flaggs, Darolyn A. “Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 21, 2020. https://digital.library.txstate.edu/handle/10877/8785.

MLA Handbook (7th Edition):

Flaggs, Darolyn A. “Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics.” 2018. Web. 21 Oct 2020.

Vancouver:

Flaggs DA. Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2020 Oct 21]. Available from: https://digital.library.txstate.edu/handle/10877/8785.

Council of Science Editors:

Flaggs DA. Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/8785


UCLA

30. Figueroa, Tanya. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences.

Degree: Education, 2015, UCLA

 Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country’s future, it is troubling that many underrepresented racial… (more)

Subjects/Keywords: Higher education; Black Latino Native American; Graduate Students; persistence; socialization theory; STEM; underrepresented racial/ethnic minorities URM

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Figueroa, T. (2015). Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/57c8h9v8

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):

Figueroa, Tanya. “Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences.” 2015. Thesis, UCLA. Accessed October 21, 2020. http://www.escholarship.org/uc/item/57c8h9v8.

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

MLA Handbook (7th Edition):

Figueroa, Tanya. “Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences.” 2015. Web. 21 Oct 2020.

Vancouver:

Figueroa T. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Oct 21]. Available from: http://www.escholarship.org/uc/item/57c8h9v8.

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

Council of Science Editors:

Figueroa T. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/57c8h9v8

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

[1] [2] [3]

.