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The effects of personality, gender, and race on occupational choice of African-American females attending predominantly Black and White universities.Elligan, Don Gregory. Unknown Date (has links)
Thesis (Ph.D.)--Fairleigh Dickinson University, 1997. / Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 0751. Co-Chairpersons: Margaret Gibbs; Janet Sigal.
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All in the eyes of the beholder race and electoral politics /Sullivan, Jaswant M., January 2005 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Political Science, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1487. Adviser: Marjorie R. Hershey. "Title from dissertation home page (viewed Nov. 9, 2006)."
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Perception of subtle racism : the role of group status, legitimized ideology, race-based rejection sensitivity, implicit theories of race, and accountability /Liao, Hsin-Ya, January 2006 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6772. Advisers: Ying-Yi Hong; James Rounds. Includes bibliographical references (leaves 75-79) Available on microfilm from Pro Quest Information and Learning.
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Job satisfaction, perceptions of fairness, and perceived departmental support among African-American and White facultyBerrian, April Latrell. January 2006 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3708. Adviser: Charles R. Ridley.
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"Sometimes I give and sometimes I get" : social networks and support among low-income African-American women /Jefferson, Stephanie R. January 2006 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2632. Adviser: Robin L. Jarrett. Includes bibliographical references (leaves 119-124) Available on microfilm from Pro Quest Information and Learning.
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Blackademically speaking : Black voices speak relative to Black student achievement in a predominately white, public school district /Gill, Chandra N. January 2006 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2526. Adviser: Laurence Parker. Includes bibliographical references (leaves 135-146) Available on microfilm from Pro Quest Information and Learning.
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Tracking segregation : experiences of African American high school students in low- and high-track math and English classes /Venzant, Terah Talei, January 2006 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2417. Adviser: Wanda Pillow. Includes bibliographical references (leaves 366-377) Available on microfilm from Pro Quest Information and Learning.
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Promoting relationship stability among African American couples : examining the role of emotional closeness, commitment, and relationship structure /Chaney, Cassandra. January 2006 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4346. Adviser: Laurie Kramer. Includes bibliographical references (leaves 120-128) Available on microfilm from Pro Quest Information and Learning.
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The Unchosen Me institutionally imposed identity and women's college experiences /Winkle Wagner, Rachelle. January 2006 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1251. Advisers: Deborah F. Carter; Phil F. Carspecken. "Title from dissertation home page (viewed June 18, 2007)."
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Writing, Witnessing & Healing| A Community of Black Male Students Confronting LossLo, Cassandra 19 June 2018 (has links)
<p> Now more than ever, it is imperative that we provide spaces for our students to share and witness testimonies of trauma, specifically about losses that they may experience. With little room in the curriculum for these important avenues of expression, students are grieving in isolation without support. Black male students, who are often seen as “problems” or “trouble,” are especially not provided with the spaces or moments necessary to understand and write about death experiences or impactful moments in their lives. With a theoretical framework derived from critical race theory, trauma studies and relational teaching, I argue that spaces for sharing and building communities of loss are critical for Black male students who are particularly deprived of these opportunities. The primary goal of this study was to improve the schooling experiences for Black male students who are grieving from trauma, especially the death of a family member, by examining what happens when they are provided with space to share their stories and witness others’ testimonies. For this study, students at an all-boys’ charter high school in a large Northeast city met weekly during the Spring 2017 semester to write and share about their lived experiences. This qualitative study employed research methods from the fields of practitioner inquiry and narrative inquiry. The findings from this study revealed that: 1. Certain pedagogies lend themselves to sharing written and spoken narratives about lost loved ones and critical witnessing and reciprocal witnessing are necessary parts of these student communities. 2. When faced with loss, the students sought support structures and experienced both positive and negative support from their families, peers and school staff. 3. There was a range of emotions, from anger to joy, when remembering through writing and speaking about their deceased family members. For students who experienced loss, especially those who are marginalized and silenced because of their identities, testimonials of trauma are necessary to share, but are often suppressed and not witnessed by others. This study acknowledges the affordances of a classroom where trauma narratives are shared and witnessed. </p><p>
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