Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3758. Adviser: George D. Kuh. Title from dissertation home page (viewed May 8, 2008).

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4223. Adviser: George D. Kuh. Title from dissertation home page (viewed May 20, 2008).

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0899. Advisers: Donald R. Hossler; Edward P. St. John.

Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration and Student Affairs, 2008. / Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3878. Adviser: John Bean. Title from PDF t.p. (viewed on Jul 20, 2009).

<p> Colleges and universities have experienced student activism against campus racial climate. This study examined the concerns and protests of Black students related to racial climate and determined how the administration responded on three private campuses. Qualitative content analysis of videos, images, and social media was used to analyze by individual institutions and across the institutions to determine similarities and differences. Data across the institutions was discussed by context, students&rsquo; protests, and response. Students&rsquo; climate concerns were in terms of the support they did or did not have and a lack of diverse faculty, staff, and students. The Black students&rsquo; protests were to disrupt the norms of the institutions. Using social media to organize, students conducted sit-ins, occupied buildings, and blocked streets. In response, the administration met with protesters, allowed them space to protest, and published statements. The recommendations include changes in diversity policies and support of interventions for the administration.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0533. Adviser: Nancy Chism.

<p> Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt &amp; Turner, 2002; Outcalt &amp; Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high schoolers give more consideration to financial access and prestige, and less to the development or affirmation of racial identities (Braddock &amp; Hua, 2006; Fleming, 1984; Freeman &amp; Thomas, 2002; Tobolowsky, Outcalt, &amp; McDonough, 2005). The current scope of literature fails to recognize Black high school students' perspectives on electing to attend an HBCU (Dancy &amp; Brown, 2008; Davis, 2004; Dillon, 1999; Freeman, 1999). Critical Race Afrocentricity provides a lens to examine how HBCUs serve as a historical and contemporary marker for educational opportunity among Black college students in a time where the concept of race is seemingly not a determinant in college selectivity. This study examines the perspectives of 13 Black college-bound high school students in regards to attending an HBCU. Since there is a slight decline in Black enrollment at HBCUs, it is necessary to examine the contemporary role HBCUs will serve for future generations of Black students. Findings of the study indicate that Black teens recognize the intellectual, cultural, and social value in attending an HBCU; however, they feel that factors such as financial affordability and academic reputation are more pertinent factors in college selectivity. Furthermore, there is a need for future research to examine the participants' perspectives (as teens aspiring to attend college) to their collegiate experiences.</p>

<p> Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson &amp; Mason, 2008; Williams &amp; Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that membership had a positive impact on the college experiences of African American male college students at a PWI. The study also examined the perceptions of counselors and other college student personnel regarding their role in improving the academic and psychosocial outcomes of African American male college students. Participants indicated that their role is to provide academic and psychosocial support for these students; they offered strategies for PWIs to improve the persistence and success of these students. Implications for counseling, higher education, and Black Greek life are provided.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4264. Adviser: William T. Trent. Includes bibliographical references (leaves 111-121) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2126. Adviser: Edward St. John. "Title from dissertation home page (viewed Nov. 27, 2006)."