Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaf 141).

Thesis (M. A.)--Florida State University, 2005. / Advisor: Dr. Maxine D. Jones, Florida State University, College of Arts and Sciences, Dept. of History. Title and description from dissertation home page (viewed Sept. 14, 2005). Document formatted into pages; contains xvii, 160 pages. Includes bibliographical references.

Thesis (Ph. D.)--Bowling Green State University, 1980. / Includes bibliographical references (p. 60-64).

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 68-76). Also available on the Internet.

Thesis (Ph. D.)--Louisiana State University, Baton Rouge, 2004. / Includes abstract. Also available on the Internet. UMI number: 3136177. Includes bibliographical references (leaves 118-122).

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 68-76). Also available on the Internet.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Eric Freeman, committee chair; Richard D. Lakes, Carlos R. McCray, Joel Meyers, committee members. Description based on contents viewed Nov. 10, 2009. Includes bibliographical references (p. 145-155).

No description available.

The objectives of this thesis are to examine the events and issues which were a part of the strike against San Francisco State College during the 1968-1969 academic year. Led by the Black Students Union, students and faculty joined forces against local San Francisco State administrators, the trustees of the college, the Chancellor, and Governor Reagan, those, students and faculty charged were not being responsive to their needs. San Francisco State faculty complained that their rights were being usurped by their governing board. Students wanted the college to be more responsive to the times of a fast- changing world. The Black Students Union's charge was racism. The Black Students Union's demand for a Black Studies Department, under the guise of control, and by extension, freedom, at a time when the cry for "Black Power” was being reverberated all over the country, makes the activities at State particularly important. The implications of State's 1968-1969 strike is especially important when one considers the aims of the larger Black Liberation Movement to rid the country of racism and all forms of injustice. It was at San Francisco State that the first notion of a Black Studies Department at a pre-dominantly white campus was heard. It was at State that a protracted struggle, with the aid of thousands of faculty, students and members of the adjacent communities, was waged. In spite of the daily encampment of several hundred police, and the insistence by Governor Reagan that the campus remain open, the student-faculty coalition succeeded in bringing the normal activities of the college to a screeching halt. After four months of "non-negotiable" demands by Black and Third World students, as well as those from the faculty, the strike ended. With the strike’s end, a Black- Studies Department was officially established. However, those most instrumental in initiating and maintaining the strike were either imprisoned or run out of the state. With the rights enjoyed by faculty and students before the strike substantively harnessed with the strike's end, Reagan and his allies seemed to have scored the last and greatest victory. But strike strategists argue that although repressive measures launched by the state legislature and San Francisco local administrators seriously undermined many of the basic strike issues, they argue that the radicalization of thousands of faculty and students made the four-month long struggle worth it all.

This study examined the factors that tend to lead to intentional single parenting of educated African-American and South African women. The study was based on the premise that four factors were the dominating dynamics behind a woman’s decision to intentionally single parent. A case study analysis approach was used to document data gathered from twelve women from America and South Africa. An interview scale and an interview grid were developed. The researcher found that the four factors were significant elements in determining intentional single parenting. These factors are l) the belief of an available mate shortage, 2) educational and financial attainment, 3) the age of a woman, and 4) the desire to mother. The conclusion drawn from the findings suggest that one factor, educational and financial attainment, outweighed the others with the respondents and that each country selected a different factor that determined its decision toward intentional single parenting. The results of this study clearly identified a Stages-of-Development model for Intentional Single Parenting.