Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Curriculum Studies, under the direction of Ming Fang He. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 147-161) and appendices.

Thesis (Honors)--College of William and Mary, 2009. / Includes bibliographical references (leaves 37-40). Also available via the World Wide Web.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." "UMI number 3373363"--t.p. verso. Includes bibliographical references (p. 86-91).

Thesis (D. Min.)--Ashland Theological Seminary, 1994. / Abstract. Includes bibliographical references (leaves 107-110).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 290-295).

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 178-204) and appendices.

This study explored the ways in which the racial identities and lived experiences of Black male K-12 public and independent school leaders inform their professional lives and leadership. Through a qualitative phenomenological study, use of online descriptive survey, and in-depth semi-structured interviews, including the use of visual elicitation methods, with 14 Black male school leaders from across the United States, this research study provided structural and textural descriptions as well as a synthesis of meanings and essence of the experience and phenomenon of Black male K-12 school building-level leadership. This can be summarized as: (a) growing up as a Black boy; (b) leadership as ministry; (c) when a Black man is in the principal’s office; and (d) safeguarding the village. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership axiology. These leaders developed a range of strategies that enabled them to navigate the multidimensional aspects of their racial identity within a dominant White-racialized education system. Additionally, their articulation of action-oriented social justice leadership was influenced by their personal lived experiences, values, and sense of community.

During adolescence, self-identified gay black males may develop their identities differently than their gay white male counterparts. This may be attributed to the reconciliation of stressors when developing gay, black, and male identities within certain environmental contexts. To investigate this, twelve qualitative interviews were conducted of gay black males from which developmental themes were extracted. While many of the developmental processes are similar to their white homosexual counterparts, some differences were noted regarding racism, objectification by the white gay community, and use of the internet to develop particular identities. A new theory using dynamic systems theory that includes many complexities of identity development is proposed. A hybrid story-like model was developed to illustrate the roles of lenses and buffers as they pertain to how an identity functions. Lenses allow a person to see their way through a variety of experiences; buffers contain coping mechanisms and skills to alleviate tension from negative experiences. Future research should include other minority groups and women for a more complete picture of identity development processes. This would allow better tools to be built that can be utilized by intervention designers.

The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection