Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Prepared for: School of Social Work. Advisors : Melissa Abell, Faye Z. Belgrave. Bibliography: leaves 272-319. Also available online via the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 154-164). Also available on the Internet.

No description available.

Dominant education ideology focuses on the numerous challenges encountered by low-income Black youth in urban education settings. Although much of the research seeks to highlight structural challenges faced by these students, the general interpretation of these studies may reinforce the popular belief that academic underperformance by low-income Black students is the result of family structure and maladaptive familial behaviors. The implications of this ideology is that these family characteristics foster low achievement because students enter schools without normative skills and knowledge, in addition to adhering to beliefs that do not value education (Ogbu & Simmons, 1998). Some research argues that low-income Black students that demonstrate success in schools do so because they have adopted White middle-class normative capital (Hubbard, 1999). Yosso (2005) argues that the analysis of student narratives of success through the lens of Critical Race Theory offers a critique of deficit theorizing and shifts the perspective away from White middle-class culture to the cultural capital of minority communities. Yosso posits that low-income minority communities have cultural capital that is not widely recognized in research that she describes as community cultural wealth. This qualitative study explored if community-derived “capital” is utilized by high-achieving, low-income Black high school students in order to succeed academically in educational institutions. This inquiry privileged the narratives of high-achieving Black students from disadvantaged communities in order to understand the factors that contribute to their academic success, from their perspectives. Seven high achieving Black high school students from Philadelphia who were enrolled in a college access mentoring program were chosen for this study. Interviews and observations were conducted to allow the researcher to examine the experiences of study participants in a naturalistic setting while engaging with their life histories through narrative. Participants were selected and observed once a week at their mentor site, in addition to participating in three rounds of interviews during spring/summer 2015. Two of the seven participants were also observed in their high schools. Student-participants engaged in three rounds of interviews that focused on family background and dynamics, educational experiences, and aspirations. Additionally, one mentor for each student-participant was interviewed. This examination of community cultural wealth found that aspirational, familial, and navigational capital are vital in the academic success of the participants in this study. Linguistic capital and social capital only moderately apply to rationalizations for their high academic achievement, and resistant capital does not apply in the explication of their success. / Urban Education

Thesis (D. Min.)--Ashland Theological Seminary, 2008. / Abstract . Includes project proposal. Description based on microfiche version record. Includes bibliographical references (leaves 158-159, 181-189).

Thesis (D. Min.)--Ashland Theological Seminary, 2008. / Abstract . Includes project proposal. Includes bibliographical references (leaves 158-159, 181-189).

No description available.

abstract: Collective self-esteem is defined as the aspect of identity that relates to how one evaluates the value or worth of the social group to which they belong (Luttanen and Croker, 1992). For African American youth, little research has been conducted to understand how they assess the value or worth they place on their ethnic social grouping as opposed to their racial identity (Hecht, Jackson, & Ribeau, 2003). Moreover, African American scholars for decades have theorized about the importance of applying African centered frameworks to ground community solutions for these youth. Drawing from both the African centered and collective self-esteem literature, the purpose of the present study is to develop a measure of collective self-esteem derived from an African framework to examine its relationship with African American youths’ ethnic identity perceptions. The first phase of the study consisted of a content analysis to generate a pool of items derived from Bantu philosophical text. The second phase consisted of cognitive interviewing to understand the mental processing of African American youth answering the developed items. In the final phase, an exploratory factor analysis was conducted to identify the factor structure of the tested items. A single factor was identified, which was strongly correlated with African American youth perceptions of ethnic belonging further supporting that self-perceptions amongst African American youth is associated with how they positively or negatively perceive their ethnic identity. / Dissertation/Thesis / Doctoral Dissertation Social Work 2019

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Ulrich Reitzug; submitted to the School of Education. Includes bibliographical references (p. 184-194).

The literature which addresses the treatment and disposition of juvenile offenders thoroughly establishes the prevalence of racial bias. Though research is abundant regarding racial bias in both the mental health field and in the juvenile justice system, little exists which examines whether the two combine to contribute to the disproportionate percentage of minority offenders in the justice system. This paper examines this possible contribution. It is hypothesized that both probation officers and mental health professionals employ racial discrimination in dispositional recommendations leading to recommendations for the incarceration of black offenders although white offenders with identical characteristics are recommended for placement in mental health treatment facilities. A log-linear model for single-response qualitative data was modified to a 2 x 2 chi-square analysis due to the low number of referrals to detention which would not allow an evaluation of interactions between the variables. Utilizing a chi-square analysis, statistical significance was not met. Possible reasons for these findings and implications for research are addressed. / Department of Counseling Psychology and Guidance Services