Thesis (Ph.D. in Educational Leadership) -- University of Dayton. / Title from PDF t.p. (viewed 10/06/09). Advisor: Carolyn Ridenour. Includes bibliographical references (p. 184-200).

Thesis (Ph. D.)--University of Michigan, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 164-173).

Thesis (Ph. D.)--University of Michigan, 2002. / Includes bibliographical references (leaves 164-173).

This dissertation is an examination of influences that have contributed to the retention of a group of minority students attending a predominately white postsecondary institution. The focus of the study is on the students' perspectives and the meaning and personal interpretation students draw from influences that impinge upon them and from their interactions with the college experience. From a sociological perspective this view and emphasis on meaning is described as the sociology of everyday life. The component of the sociology of everyday life which directed the methodology is symbolic interactionism. The data collection instrument was a focused interview. Variables from the Metzner and Bean (1987) Conceptual Model of Nontraditional Student Attrition and Tinto (1987) Student Integration Model served as the starting point for the formation of the open-ended questions. The selected group of students were participants in a collaborative program between a school district, a community college, and a state university designed to encourage minorities to pursue careers in education. Twelve out of 25 qualified participants volunteered for the study. They represented a heterogeneous group of African-American, Hispanic-American, and Asian-American students. The data indicated that while the students had divergent family and educational experiences prior to entering the college, certain circumstances took place that were in many instances similar. The findings were multifaceted and represent institutional, environmental, and personal influences. Institutional influences included the encouragement of faculty and staff, introduction of college as a choice either early in their lives or when they were ready to make career changes, academic supports, ethnic and multicultural studies, a familiar site on campus to go for assistance, and the availability of supportive administrators and faculty. Environmental influences included familiarity with the lack of employment opportunities without a college degree, and experience in racially integrated environments. Personal influences included assistance with college expenses from a family member, awareness of the economic limitations without advanced training, and personal commitment and determination to persist. Supportive relationships within the context of the students' families, educational experiences and the broader society of which they were an integral part all played influential roles in the persistence of the students.

Approved for public release; distribution is unlimited / This study was designed to examine mentoring of minority midshipmen at the United States Naval Academy (USNA). Mentoring has long been practiced in the business world to introduce new employees to their new assignments, positions, or jobs. This study searched for the effects of mentoring on Black and White male midshipmen and examined the distinguishing features that make mentoring a positive experience for the mentor and protgÌ Ì alike. Additionally, this study looked at the features of mentoring that may influence minority midshipmen to remain at the USNA and in the United States Navy as well. Focus groups with over 50 participants were conducted and content analyzed for reliable themes. Although there seems to be mistrust of faculty and staff, upperclassmen are an invaluable and sought after source of specific information. Further, minorities especially seek networks such as sports teams and "Black" clubs for support. In such homogeneous networks, minority midshipmen are less likely to feel vulnerable or inadequate when seeking information. / Lieutenant, United States Navy

Thesis (Ph. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 150-158). Also available online.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Janice H. Laurence, Gail Fann Thomas. Also available online.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 107-113). Also available on the World Wide Web.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 114-129). Online version of the print edition.

Thesis (Ed.D.) -- Teachers College, Columbia University, 2004. / Includes bibliographical references (leaves 167-185).