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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.
21

A study of the patterns in the development of black seniors at The Ohio State University /

Branch-Simpson, Germaine January 1984 (has links)
No description available.
22

The initial impact of racial differences on clients : an analogue study /

Tanney, Mary Faith January 1972 (has links)
No description available.
23

The relationship between non-intellectual variables and college performance of black college freshmen /

Brooks, Ernest Thomas January 1973 (has links)
No description available.
24

A comparison of student perceptions of factors influencing college choice among freshmen at a historically black private college /

Peterson, Sylvester Lee January 1978 (has links)
No description available.
25

Early program intervention and academic load : factors influencing the attrition rate of minority students /

Eskridge, Larry January 1979 (has links)
No description available.
26

The Role of Family in the Success of African American College Students

Herndon, Michael K. 27 April 2001 (has links)
This qualitative study was designed to explore the role of family in the life of African American college students at two predominately White institutions. Data were collected through in-depth interviews with 38 African American college students and members of their families. The results revealed eight factors that influenced students' success and their ability to persist in college: (1) Family Support and Influence, (2) Sense of Community, (3) Family Investment and Expectations, (4) Negotiating Environments, (5) Role Models and Mentors, (6) Faith in God/Spiritual Support, (7) Factors of Motivation, and (8) Macro Cultural Perspectives on Race. / Ph. D.
27

Factors that Influence the College Choice Process for African American Students

Hayden, Melanie L. 19 May 2000 (has links)
There has been a slight increase in African American enrollment in higher education in the 30 years since the passage of the Civil Rights Act. However, minority students are not represented in higher education in numbers proportionate to their representation in the general population. African Americans consist of 12.6% of the population, but only 10.6% of the students enrolled in higher education (Chronicle of Higher Education Almanac, 1998). Additionally, there are differences in the types of schools that successfully educate African American students. Historically Black institutions (HBIs) confer a disproportionately high number of bachelor's degrees on such students. Of all the bachelor's degrees conferred on African Americans in 1994, over 43% were awarded by predominantly White institutions (PWIs) while HBIs conferred 45.1% of the degrees (Nettles & Perna, 1997). There seems to be some difference between the success rates of African American students at PWIs and HBIs. One of the factors that may influence these success rates is the college selection process. That is, if there are different types of African American students attending PWIs versus HBIs, those differences may account for some of the differences in success rates at the two types of schools. It would seem that research is needed on the factors that African Americans consider in the college selection process, and if those factors differ between African Americans at PWIs and those at HBIs. The present study sought to examine this issue. A 60-item survey was developed specifically for this study. Survey items asked respondents to rate the extent of influence (very negative to very positive) that factors in four arenas played in their decision to attend a particular school. The four arenas explored in the study included academic factors, social factors, personal factors, and financial factors. The target sample included 360 traditional aged freshmen students: 180 at a PWI and 180 at a HBI. Mean scores and standard deviations were calculated on all items for each group. These were rank-ordered by group to explore differences by item. Then a factor analysis was conducted to create subscales of the items for each scale. Finally, independent t-tests were conducted to compare mean scores between groups. Results revealed no significant differences in mean score between groups or any of the subscales. However, important differences between groups were identified when the rankings of the mean scores were examined. / Master of Arts
28

Social marketing : a theory based approach to influencing attitude and behavior change toward mental health among African American students at the University of Texas at Austin

McCann, Melissa 02 October 2008 (has links)
Not available / text
29

The in-class and out-of-class experiences of African American undergraduates at a predominantly white midwestern university : a phenomenological investigation / In class and out of class experiences of African American undergraduates at a predominantly white midwestern university

Chisholm, Mervin E. January 2007 (has links)
The purpose of this phenomenological research study was to investigate the in-class and out-of-class experiences of undergraduate African American traditional-aged college students who were on a "success" path at a predominantly White campus in the Midwestern USA. It provided the opportunity for the voices of the participants to be heard. Purposive and snowball sampling were used to identify thirteen research participants. A semi-structured interview format enabling conversational interview was used.Findings suggested that the students' experiences were multifaceted and multilayered. They had to contend with racial microaggressions and verbal abuse. This called on their resilience occasioning the expending of psychic energy and extending of the self to cope. The experience of racism clearly suggested that the educational environment was not totally welcoming and supportive of African Americans as, These experiences consisted of discrimination, stereotyping, verbal assaults, and treatment that suggested that the African Americans had major deficits as persons. In the second place, the students described experiences in which they defied the odds. Hence surviving and thriving became an apt metaphor that captured the contours of the experience. Respondents described the importance of investing in the Black community, utilizing the networking opportunities, fellowshipping with friends, family and faculty, and developing disciplined approaches to life as important in the quest to survive and to thrive. In the third place, they also described college as a place where their lives were sculpted, and where they were sculpted for life. This theme was expanded through descriptions depicting college as a place that allowed for the defining, refining, and redefining of the self. They also encountered and came to value diversity, benefited from immersive learning and were challenged to balance and to learn to manage their lives as efficient stewards.The finding that elevated the use of Black community organizations and networking opportunities as counter and recuperative spaces and particularly the importance of body pedagogy in those spaces has value for ongoing research. Further, in negotiating college students had to balance their lives, employing folk wisdom or practical intelligences developed from their socialization in their families and the Black community. / Department of Educational Studies
30

Satisfaction matters a comparative study of African American students in education programs within the academy /

Anekwe, Obiora Nnamdi January 2007 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instrument (HESSS). Includes bibliographic references (ℓ. 126-150)

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