The landmark case, Brown v. Board of Education of Topeka, Kansas, ended segregation in public schools-changing the educational system in the United States forever. With the educational system constantly changing and incorporating new laws such as No Child Left Behind, African-American students struggle to achieve excellence. Many question if our educational system is truly failing our African- American students--contradicting the No Child Left Behind Act as many African- American students are left behind with no way of catching up. The Academic Excellence Indicator System (AEIS) report produced by the Texas Education Agency (TEA) indicated that African-American students scored lower than other ethnicities on the Texas Assessment of Knowledge and Skills (TAKS) test, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). The lack of achievement by African-American students could possibly change if they were treated equally and if quality educational opportunities were present through instruction. The school system is key in building, as well as lowering the self-image of students. According to Kuykendall (1989), approximately 80% of African-American students have a positive image of oneself when they enter school, 20% still have this image by the time they reach fifth grade, but only 5% have a positive perception of themselves by their senior year in high school. The qualitative case study method was exercised in this study because it allowed the researcher to build a holistic picture of the phenomenon being studied. The participants in this study were four African-American students that have continuously excelled throughout their academic years. The primary instrument for this study was the human form. Emergent themes surfaced throughout the study. The themes included (I) Fear of being perceived as acting white, (II) More African-American educators are needed to act as role models, (III) Teachers' attitudes affect achievement, and (IV) Parental involvement is key. This research provides framework that is essential for African-American students, parents, and educators. It serves as a survival guide to ensure that all African- American children have the opportunity to be successful.

This study examines social factors associated with the disproportionately higher incidence of Alzheimer's disease in the African American population. Ninety participants were selected for the study utilizing non-probability convenience sampling. The survey participants were composed of primary care givers of Alzheimer's clients. The findings of the study indicated that socio-economic factors were a significant variable in the diagnosis of Alzheimer's' disease. Respondents 65.9% reported that participation in research was not equally shared by all ethnicities. The results of the study revealed that 56.8% of respondents allowed patients to remain in the home due to support of other family members. The finding of access to health care was measured by information on medication and health care alternatives being provided to the care giver at the time of the diagnosis. Respondents (61.2%) reported no information given at the time of the diagnosis. The research findings related to stressors of caregivers of Alzheimer's patients were not found to be significant.

This study examines the effects of imprisonment on children with imprisoned mothers and explores factors that attribute to their success. This study was based on the premise that in the process of determining the successful outcome of the child, agencies do not regard the succession of events in the mother's life that led her to prison. An analysis was performed using data, existing reports, literature, a personal narrative, and figures on women and mothers in the penal system, their children, and programs designed to assist them. The researcher found that the literature, reports and data, and personal narrative correlate in dealing with mothers in prison. The conclusions drawn from the findings reveal and suggest that the most effective strategy is not to place the children with un-rehabilitated mothers, and that the survivor's voice, who was once a child of an imprisoned mother, take authority when considering solutions for successful outcomes.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 136-144).

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Gabriel Kuperminc, committee chair; James Emshoff, Lisa Armistead, Stephen Erickson, Julia Perilla, ommittee members. Electronic text (106 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 7, 2007. Includes bibliographical references (p. 81-101).

Thesis (M. A.)--Catholic Theological Union at Chicago, 1996. / Vita. Includes bibliographical references (leaves [52]-53).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.172-205).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: x, 171 p. : ill. (some col.) ; 2 Mb. UMI publication number: AAT 3303944. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.Ed.)--University of Toledo, 2009. / Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Educational Theory and Social Foundations." "A thesis entitled"--at head of title. Bibliography: leaves 97-104.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 199-207). Also available on the Internet.