Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 287-290). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99338

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003. / Title from electronic submission form. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Massachusetts Amherst, 2010. / Includes bibliographical references (p. 381-398).

Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains viii, 49 p. Includes bibliographical references.

Thesis (Ph.D.) -- University of Texas at Arlington, 2008.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: Dept. of Psychology. Bibliography: leaves 75 - 90. Also available online via the Internet.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: Center for Public Policy. Bibliography: leaves 145-171. Also available online via the Internet.

For decades, researchers have sought greater understanding of the educational achievement gap between Blacks and Whites in the U.S. Past studies have concentrated heavily on K-12 attainment, and more recently on that of minority paths to higher education as well as obstacles to academic achievement. Often unnoticed are the interactions between social forces and the individual level psycho-social and cultural factors that may place a significant role; the stigmatization and resultant marginalization of Black students by negative stereotypes that classify them as intellectually inferior. This study explores African American and Black African highs school students' perceptions of negative stereotypes placed upon them through the conceptual frameworks of critical race theory (CRT) and the multidimensional model of racial identity (MMRI). Examining differences by immigrant status, this study seeks to uncover the intersection between the socially constructed images assigned to stigmatized groups differently influenced by negative stereotypes of Blacks and the subsequent influence on the students' perceptions and expectations of higher education. The narratives of this study illustrate the complexity of and interplay between external forces, minority youth social identities and pathways to academic attainment. This study finds that African American and Black African youth have multiple social identities that are not always reflective of the most accessible one of race. This study finds that salient social identities, personal or vicarious experiences of discrimination and being negatively stereotyped shape Black youths' individual aspirations and strategies for achievement. The present study calls into question the claim that Black youth process and respond to negative stereotypes of Blacks in a predictable manner and that these students respond to them independently of other social forces such as their families and communities in which they reside.

This qualitative practitioner research study examined a ninth-grade young adult (YA) queer book club curriculum and culturally relevant pedagogy. Students read two out of nine queer-themed YA novels paired with a collection of nonfiction and media on topics that ranged from rethinking gender norms in society to historical issues that impact people with intersectional queer identities. The author collaboratively designed, planned, and taught the 6-week unit at the center of the study, Disrupting Dominant Narratives and Queer Book Clubs, using a critical queer pedagogy framework. The findings illuminated the ways in which pedagogy that nurtures and prizes student voice, critical reading, discussion, and humanizing classroom discourse work to situate students as empathic critical readers and writers of the world. The findings suggest that analyzing queer- themed literature moves students to build empathy, disrupts oppression, and humanizes people of all identities, thus empowering youth as producers and consumers of knowledge that facilitates their growth and supports queer and questioning youth. In addition, students found common experiences as teenagers with the queer characters across the novels, therby affirming the decision to use exclusively YA fiction for the book club and serving to aid in disrupting dominant discourses about queer youth. The study concludes with a suggestion for seven implications for practice and a call for further research that aims to advance culturally relevant queer pedagogy.

Lesbian, Gay, and Bisexual youth are at increased risk for the use of substances (Moon, Fornili & O’Briant, 2007; Remafedi, 1987), including cigarettes, alcohol, marijuana, cocaine, and ecstasy (Bontempo & D’Augelli, 2002; Corliss, Rosario, Wypij, Wylie, Frazier & Austin, 2010). Currently, no interventions exist designed to meet the needs of LGB adolescents (NREPP, 2011), and little theory exists to explain substance use by LG adolescents. To begin the process of developing tailored interventions, this three-study dissertation sought to: (1) explore the perspectives of LGB youth, and identify their perspectives on unique prevention development, (2) systematically review the empirical literature on culturally based risk factors in LGB youth and to identify most relevant salient themes for testing, and (3) explore the relationship between identified minority related stressors and substance use patterns in a large sample of LGB youth. Findings indicate that LGB adolescents have unique cultural experiences not captured in current prevention programming. Additionally, five constructs from minority stress are described, and their relationship to marijuana use is explained. Future research should focus on the development of better measurement instruments for minority stress in LGB adolescents and the exploration of its impact on behavioral health outcomes. / text