Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Sally McRorie, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed Sept. 15, 2005). Document formatted into pages; contains x, 180 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 187-201). Also available in print.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2131. Adviser: Nancy V. Chism. "Title from dissertation home page (viewed Nov. 27, 2006)."

Thesis (M.S.W.)--University of Hong Kong, 1986.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 273-285). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--University of Wisconsin--Madison. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--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 1, 2007) Vita. Includes bibliographical references.

<p> Traditional research often excludes the voices of marginalized populations such as African Americans, who are usually written about instead of being allowed to tell their own stories (King, 2005). This research gives African Americans the opportunity to &ldquo;tell their stories&rdquo; of segregation and integration. Leaving the telling of our stories to others may have already had severe consequences, such as the perpetuation of stereotypes of African Americans, their communities and their academic abilities (Brown, 2009). This research hopes to shine a different light on the cohesiveness of the Black community and the Black academic experiences these participants had during the 1950s-1970s. There were 20 participants identified from yearbooks, social media and snowball sampling; from the 20, nine were selected to be interviewed. All participants were African American, male or female, and were selected based on other criteria such as age and where they attended school between the years 1950 and 1970. The researcher included a personal narrative which orients the reader to the context for events recollected by the participants in this phenomenology utilizing historical narratives based on the researcher&rsquo;s personal experience and oral histories from other African American individuals from the community. Critical Race Theory was used to guide the research to answer how African Americans who attended Black neighborhood schools in a Southeastern Pennsylvania town during the 1950-1970 eras describe the influence of forced integration on their community and the Black academic experience. The findings from this study are that racial and cultural identity and the Black academic experience were important to student connectedness to the participants&rsquo; schools and neighborhood; and the teachers, extracurricular activities and relationships were critical characteristics influencing these participants&rsquo; perceptions of their segregated schools. </p>