Thesis (M.D.) -- University of Pennsylvania, 1803. / Microform version available in the Readex Early American Imprints series.

Thesis (Ph. D.)--University of Michigan, 1923. / Reprinted from the Louisiana Historical Quarterly, April 1924. Bibliography: p. 105-112.

Thesis (M.A.)--University of California, May 1926. / Typewritten (carbon copy). Bibliography: p. 90-94.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

0 / SPK / specialcollections@tulane.edu

A use of narrative and biographical history to describe how economic creolization developed French Louisiana.

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Racial integration of the Louisiana public school system had a devastating effect on its number of Black teachers. The state has yet to recover from this reduction, as fewer Black college students pursue education degrees. This study reports on whether or not the lack of Black educators has influenced high school students' racial preferences for a teacher. The study's theoretical framework places racial preference within the context of racial identity theory, and filters student response through these lenses. The research project was conducted during the 1999-2000 academic year. It involved 170 Louisiana high school students from four parishes across the state. The student sample consisted of Black, White, and Other participants (self-described) with both genders represented. Qualitative research methods were used for data collection and analysis. Results indicate approximately one-third of students, Black and White, have racial preferences for a teacher. Based on student response, it is believed that exposure to a racially diverse teaching staff may have influenced individual racial identity, affecting racial preference. Implications for university teacher education programs and public school systems are discussed. / Graduation date: 2001

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