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The responsibility of forms social and visual rhetorics of Appalachian identity /Massey, Carissa A. January 2009 (has links)
Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.
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Social components of speech evaluation : person perception of black and white voices /Huston-Willis, Shanon Dawn. January 2009 (has links)
Thesis (Honors)---College of William and Mary, 2009. / Includes bibliographical references (leaves 45-56). Also available via the World Wide Web.
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Body size awareness, stereotypes, friendship selection, and self-preferences of 3 to 5 year-old childrenMay-Fraser, Lena Jo. January 2009 (has links) (PDF)
Thesis (MS)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Wesley Lynch. Includes bibliographical references (leaves 48-53).
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Sexual objectification, self-objectification, self-efficacy, and female identity development a preliminary study /Coffers, Kathleen Reilly, January 1900 (has links)
Thesis (M.A.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 72 p. Vita. Includes abstract. Includes bibliographical references (p. 50-55).
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The role of pop culture based information and stereotypes versus direct knowledge of individuals in forming expectations of African American studentsBrown, Doris A. January 1900 (has links) (PDF)
Thesis (Ed. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 184-198)
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Eliciting stereotype challenge and stereotype threat effects within the context of women's math performanceElizaga, Ronald A. January 2005 (has links)
Thesis (M.S.)--Ohio University, November, 2005. / Title from PDF t.p. Includes bibliographical references (p. 48-59)
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Behavioral assimilation and nested social categories exploring gender stereotype priming and stereotype threat /Wade, Martha Leslie, January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 81-83).
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Effects of frequency of visits with grandparents upon stereotyping of the elderly /Holt, Houston L. January 1987 (has links) (PDF)
Thesis (M.A.)--Eastern Illinois University, 1987. / Includes bibliographical references (leaves 24-28).
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College students' perceptions of dialectsSmitley, Leigh. January 2007 (has links)
Thesis (M.S.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).
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Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income StudentsJanuary 2011 (has links)
abstract: There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower expectations for these students resulting in lower achievement. There are four main factors that influence teacher expectations: stereotypes, teacher self-efficacy, school culture, language and formal policies and programs aimed at increasing teacher expectations. The purpose of this study was to inquire into the following questions: (1) What are the factors that influence teachers' academic expectations for low-income and minority students? (2) What are teacher's perceptions on the effectiveness of formal policies and programs that are aimed at increasing teacher expectations? More specifically, do teachers feel that top-down formal policies, such as teacher evaluations, uniform curriculum, and performance-based pay are effective in impacting their expectations, or do teachers believe that bottom-up policies, such as book studies and professional learning communities, make more of an impact on increasing their expectations? Ten teachers were interviewed in a school district that is consistent with the state and national achievement gap. The findings revealed that teacher expectations are influenced by the four factors I found in the research as well as two other factors: a cultural disconnect among teachers and students and teachers' level of motivation. A combination of top-down and bottom-up formal policies and programs are needed as teachers are individuals and all respond to various forms of formal policies and programs differently. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011
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