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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
131

Not Everywhere We Go: A critical-interpretive study of affirmation and identity negotiation among Black college students

Jones, Staci L. 21 September 2018 (has links)
No description available.
132

Activism in the Academy: Predicting engagement among African American Students Attending HWCUs

Marinos, Dyan 07 June 2018 (has links)
No description available.
133

The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement

Herrmann, Tracy 11 October 2018 (has links)
No description available.
134

Arts-based research, heuristic inquiry and art education self-study: secondary studio motivation for African American students as a generalizable model

Drew, Deborah L. 22 September 2006 (has links)
No description available.
135

The Experiences of High Achieving African American Students in Urban High Schools: An Exploration of Academic Resilience

Thornton, Danita Anne 31 August 2012 (has links)
No description available.
136

Attitudes of black college human service majors toward assertive training and vocational interests /

Pierce, Methard Askew January 1982 (has links)
No description available.
137

Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus

Bailey, Jarvis Lamar January 2017 (has links)
This dissertation as an exploratory study examines the characteristics of the students of a charter school participating in a partnership with a university located in an improving low socioeconomic environment in the northeastern U.S., which has been dedicated to providing educational opportunities to the underserved. This dissertation also discerns the configuration, processes, goals, future, and challenges of a charter network as it relates to a partnership. In addition, this dissertation aims to provide the following: some understanding to the phenomenon (for example, changes/present key issues in higher education) at hand; insight regarding structural factors which may or may not be impediments for the students; to discover if the goals and objectives set forth within the partnership could serve as a model to address affordability and access. This exploratory study on the partnership supports the continuation of investigation into the effectiveness of direct university-charter school partnerships. / Educational Administration
138

Variables Associated With the Disciplinary Actions Received by Middle and High School African-American Students in Public Schools: A Synthesis of Studies

Harris, Keith 27 April 2001 (has links)
This project was a synthesis of studies of the disciplinary actions received by middle and high school African-American students in public schools. This synthesis was conducted for three reasons: (1) to identify and collect studies on the variables associated with the disciplining of African-American students, (2) to examine how the variables contribute to African-American students being disproportionately disciplined when compared to other ethnic groups, and (3) to examine how the variables could be managed so that the need to discipline African-American students is reduced. Twenty-nine variables were identified from a synthesis of 13 studies. These variables were placed into three categories: personal variables, environmental variables, and institutional variables. Twenty-three variables were found to be associated with the number of disciplinary actions received by African-American students. These variables are listed below by category: Personal variables. Parental involvement, socioeconomic status, fondness of teacher, ethnicity, gender, feelings of alienation (powerlessness, normlessness), attitude toward peers, and social involvement (participation in school activities, number of positions of responsibility, frequency of association with adults, and frequency of association with African-Americans). Environmental variable. Peer pressure. Institutional variables. Enforcement of school rules, organizational climate, sports activities, school violence, desegregation (influx of black students), level of satisfaction with the school environment (student activities, communication, school work, and decision-making opportunities), and in combination, perceived leader behaviors, perceived school climate, and school size. Ten variables that contribute to the disproportionate number of disciplinary actions received by African-American students when compared to other ethnic groups were found. These variables are listed below by category: Personal variables. Grades in the previous semester, past discipline record, socio- economic status, ethnicity, gender, feelings of alienation (personal incapacity, guidelessness). Environmental variable. School socioeconomic status. Institutional variables. Student demeanor rating, desegregation (influx of African-American students). Recommendations were made for managing the variables to reduce the need to discipline African-American students. Recommendations included implementing initiatives on working with students in poverty, providing cultural diversity workshops for faculty, and analyzing discipline data for disparities in the number of disciplinary actions received by students. / Ph. D.
139

Pathways to dropping out

Taylor, Sarah Cecelia Ferguson 06 June 2008 (has links)
This study investigated the perceptions of a select group of black males about their school experiences. The purpose of the study was to compare the perceptions of dropouts with the perceptions of in-school participants to predict the likelihood of the in-school participants becoming dropouts. The participants were 20 black male dropouts, 10 black male eighth-grade students, and 10 black male fifth-grade students. Participants resided in a rural setting in two southern states. Data for the study came from self-reports of the participants. Predictors of dropouts were identified from the literature, and interview questions were developed from these predictors. The findings of the study supported other recent research. The black males studied reported being retained in earlier grades, belonging to single-parent families, being from lower-income families, and experiencing behavioral problems in school. They were (1) not well-adjusted to the school environment, (2) not aware of the importance of school, (3) anxious to learn about the contributions of black Americans, and (4) very critical of the black, male principal. Interventions that may help include (1) early goal setting experiences, (2) a curriculum that reflects current societal changes designed to fit the local community, and (3) connecting the school process to the career goals of black males. / Ed. D.
140

A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions

Rector, Vonetta Y. 26 August 2002 (has links)
State systems have begun to implement performance-based policies in higher education that obligate state institutions to demonstrate they are providing quality educational experiences for students in an effective and efficient manner (Hatcher, Kryter, Prus, & Fitzgerald, 1992; Redd, 1998). Quality and overall effectiveness are measured by student outcomes, such as student retention, attrition, and graduation rates (Hatcher, et al., 1992; Redd, 1998). College student satisfaction has emerged as a factor that affects student retention, attrition and graduation rates (Aitken, 1982; Allen, 1987; Hatcher, et al., 1992; Love, 1993). The greater the level of satisfaction with the college environment, the greater the likelihood that the student will remain affiliated with the institution. This is seen at predominately White institutions (PWIs). Many have found that African American students are less satisfied than their White counterparts with the college environment, and have attrition rates five to eight times higher than their White counterparts at the same institution (Allen, 1987; Fisher & Hartmann, 1991; Love, 1993; Suen, 198). Approximately 80 percent of all African American undergraduates are enrolled in PWIs (Arenson, 1997). Research also indicates that African American students attending historically Black institutions (HBIs) seem to be more satisfied with the college environment than their African American counterparts at PWIs, and graduate at rates equal to White students at PWIs (Allen, 1987; Bohr, Pascarella, Nora, & Terenzini, 1995; Love, 1993; Nettles, et al., 1986; Suen, 1983). Despite these satisfaction and success rates, by 1994, total African American student enrollments at HBIs decreased to an all-time low: 16 percent (Redd, 1998; Schexnider, 1998). Contrary to African American student enrollments, White student enrollments at HBIs have increased 71 percent from 1976 to 1994 (Redd, 1998; Wenglinsky, 1996). Because these students represent non-majorities on HBI campuses, it would be interesting to see if the pattern of satisfaction for African American students attending PWIs hold true for White students at HBIs. The present study, by examining the satisfaction levels of both groups of students with the college environment, is designed to address this gap in the existing body of literature on African Americans and Whites at PWIs and HBIs. Data related to levels of student satisfaction with the college environment were obtained from the College Environment scale of the Student Opinion Survey (SOS). Chi-squares were calculated on each item of the College Environment scale to determine significance. The study made within group comparisons (AA-HBI v. AA-PWI; W-PWI v. W-HBI) and between group comparisons (AA-PWI v. W-PWI; AA-HBI v. W-HBI) based on majority and non-majority statuses on respective campuses. Results of the study revealed that, when respecting the non-majority on campus, African American and White students are seemingly more satisfied (or equally satisfied) with aspects of the college environment than their majority students counterparts on campus. Additionally, these non-majority groups were more satisfied (or equally satisfied) with dimensions of the college environment than their ethnic counterparts on PWI and HBI campuses (AA-HBI and W-PWI students). W-HBI students demonstrated greater levels of satisfaction than all other groups included in the study. / Master of Arts

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