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.)--University of Chicago, Department of Political Science, December 2000. / Includes bibliographical references (p. 397-438). Also available on the Internet.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 125 pages. Includes bibliographical references.

Thesis (Ph.D.)--University of Toledo, 2004. / Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Foundations of Education." Bibliography: leaves 131-137.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2005. / 1 electronic text (247 p.) : digital, PDF file. Title from title screen. Benjamin Baez, committee chair; Asa G. Hilliard, III, Philo A. Hutcheson, Patricia L. Gregg, committee members. Description based on contents viewed Apr. 10, 2007. Includes bibliographical references (p. 231-247).

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Thomas McHaney, committee chair; Carolyn Denard, Mary Zeigler, committee members. Electronic text (192 p.) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 180-192).

The City Univ. of New York, Diss.--New York. / Includes bibliographical references (p. 130-136) and index.

This qualitative study examined the experiences of 20 African American men who graduated from predominately White institutions in one mid-Atlantic state between the years of 2001 and 2011 with doctoral degrees in Education or in a Humanities and Sciences field. Interviews were conducted to gather the lived experiences of the African American men in their own voices. The study addressed the following research questions: 1. Why do African American men persist to doctoral degree completion? 2. How do African American men perceive their doctoral student experience? A descriptive model that presents the internal and external factors revealed in the study is provided. Five main internal factors that contribute to the persistence of African American men in doctoral programs: personal refinement, academic refinement, professional refinement, motivation, and effective coping mechanisms were revealed. Three major external factors, support systems, positive relationships with the advisor/chair and committee, and financial support. In addition, the impact of the participants’ racial identity was explored and yielded both negative and positive effects on the doctoral student experience. Based upon the results, recommendations are offered for universities and departments, advisors and faculty, and future and current African American male doctoral students to aid them in persistence to degree completion.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in Organizational Psychology." Includes bibliographical references (p. 92-94).