Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005. / "A dissertation in counseling psychology." Advisor: Tamera Murdock. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 112-119). Online version of the print edition.

Thesis (Ed.D.)--Georgia Southern University, 2005. / "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. 185-202) and appendices.

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains xiii, 220 p. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 223-228). Also available on the World Wide Web.

Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 150-153).

Thesis (M.S.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 18, 2007) Includes bibliographical references.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 138-145). Also available via the Internet.

This study explored the relationship between cultural mistrust level and attitudes toward seeking professional psychological help. It was hypothesized that Blacks with high levels of cultural mistrust, when compared to those with low levels, would show less favorable attitudes toward seeking formal help for psychological problems. Black students were administered the Cultural Mistrust Inventory, Help-Seeking Attitude Scale, Reid-Gundlach Social Service Satisfaction Scale, and Opinions About Mental Illness Scale. Using a 2 (gender) X 2 (mistrust level) MANCOVA, a main effect for the factor of mistrust level was found along with a mistrust level by gender interaction. Students with higher levels of cultural mistrust were found to hold less favorable attitudes toward seeking professional psychological help when compared to students with lower levels of cultural mistrust.

This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.

The dearth of K-12 teachers of color remains a resounding issue of equity and social justice. Given that more potential candidates of color are enrolling in Minority Serving Institutions (MSIs) to avoid the negative experiences at Predominantly White Institutions (PWIs) that discourage them from entering the field, this qualitative study explored teacher preparation at two 4-year public Hispanic Serving Institutions (HSIs). The goal was to better understand: (a) how HSIs work against the barriers that have historically excluded teachers of color, (b) how teacher educators at HSIs respond to the diversity of college student abilities and prior academic experiences, and (c) how teacher educators at HSIs conceptualized and taught about the increasing racial, ethnic, and ability diversity of today’s K-12 students. Drawing on data at the individual, classroom, institutional, state, and federal levels, this study both centered the voices of teacher educators and college students of color and analyzed their narratives in relation to larger systems of power and privilege. From this analysis, two broader questions emerged. First, what does it mean to serve historically marginalized students who wish to be teachers? The study demonstrated that even institutional contexts that work to be welcoming spaces for college students of color contend with the historical legacies of whiteness and ability as property in teacher education, as the majority of graduated teachers across both racially diverse schools were white. Second, is there something to “get” when it comes to diversity in teacher education, and how do we know that students “get” it? As teacher educators of color complicated essentialist narratives of urban schools, teachers of color, students of color, and students with disabilities, tensions emerged around the impact K-12 teachers and schools have on society, dilemmas when college students’ needs clashed with their future K-12 students’ needs, and pedagogically sound ways to respond to understandings of diversity that work against equity and social justice. The role of care emerged as essential in simultaneously upholding the democratic ideals of schooling and productively responding to pathologizing discourses about people of color, moving beyond critical critique in teacher education, and (re)prioritizing the humanity of both K-12 and college students.