Thesis (M. Phil.)--Dept. of Architecture, Design Science and Planning, Faculty of Architecture, University of Sydney, 2003. / Bibliography: leaves 164-171.

Thesis (M. Phil.)--University of Sydney, 2003. / Title from title screen (viewed Apr. 28, 2008). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Architecture, Design Science and Planning, Faculty of Architecture. Degree awarded 2003; thesis submitted 2002. Includes bibliography. Also available in print form.

Thesis (Ph.D.)--Pennsylvania State University, 2008. / Includes bibliographical references (p. [149]-169) and abstract.

Thesis (Ph.D.)--Pennsylvania State University, 2008. / Includes bibliographical references (p. [149]-169) and abstract.

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 19, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Dianne Ashby, Douglas Blair, Larry McNeal, Walter Warfield. Includes bibliographical references (leaves 68-74) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 122-129).

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Michael Gamel-McCormick, Dept. of Individual & Family Studies. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of Sociology, March 2001. / Includes bibliographical references. Also available on the Internet.

This study explored the K-12 urban schooling experiences of four Blackgirls attending an alternative high school in New Jersey from their perspectives and in their own words. Through the use of focus group interviews, semi-structured individual follow-up interviews, participants’ compositions of life note entries, participatory data analysis, and the co-construction of a participatory ethnodrama, this qualitative study was grounded in Endarkened Feminist Epistemology. The research explored the participants’ rich, meaningful, and culturally indigenous ways knowing and conveying their lived experiences to provide educators insight into the ways in which Blackgirls encounter and navigate urban schools and the intersections of those experiences with their personal lives. Themes that immerged included identity development, invisibility, school trauma and failure, connectedness, and personal transformation, which expand understandings of culturally responsive, trauma-informed approaches to urban schooling, anti-racism and racial literacy, educator sustainability, and prioritizing student voice in school improvement reform.