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Thematische Bibliographien / American Indian College Graduates / Dissertationen

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Dissertationen zum Thema „American Indian College Graduates“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 2. Februar 2022

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1

Adolpho, Quintina Ava. "Navajo Nation Brain Drain: An Exploration of Returning College Graduates' Perspectives." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5476.

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American Indian tribes face the phenomenon known across the world as the brain drain. They invest millions of dollars in educating their members, only to have little return on their investments. Many nation members leave reservations to get postsecondary education but never return, contributing to the brain drain. Those who get education off the reservation and choose to return are the exceptions to this rule. Although there is an abundance of literature regarding the brain drain across the world, there has been little research done with American Indians. In order to begin to understand the br

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2

Blair, Mark L. M. "Taking the Next Step: Promoting Native American Student Success in American Indian/Native American Studies Graduate Programs." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556961.

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Native American doctoral student enrollment has not increased over the past twenty years, despite a steady increase in enrollment at the undergraduate level. Native Americans are the only group to not see an increase in doctoral degrees granted. There are many individual and institutional factors affecting Native American student success such as cultural and social isolation, financial stressors, racism, and access to indigenous faculty and mentoring. What are American Indian/Native American Studies (AIS/NAS) programs doing about it? AIS/NAS programs are uniquely qualified to address these fac

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Guillory, Justin Paul. "Diverse pathways of "giving back" to tribal community perceptions of Native American college graduates /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/j_guillory_042408.pdf.

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4

Graham, Joe L. "A Bountiful Harvest: Pueblo of Laguna College Graduates Assessment of Tribal Utilization of Subsidized Academic Capital." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/222832.

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The Pueblo of Laguna in New Mexico maintains a tribal scholarship program to assist students in their pursuit of higher education. This research was initiated to assess from the graduates' perspective how effectively the tribe utilized its subsidized academic capital. The purpose of the study was to identify obstacles, incentives, distractions, or alternative opportunities that Laguna college graduates encountered on their academic paths that influenced their perceptions about working for the tribe. Several challenges were identified that if addressed could profoundly benefit the tribe by i

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Greenwell, Audry M. "American Indian Caucus Roundtable: The Diagnosis of Depression in American Indian Women and Flaws in American Indian Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8376.

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6

Blalock, Christal. "African American Graduates' Experiences of Managing College Debt." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4422.

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Higher education is a means to improve professional status and economic mobility; however, mounting college debt has become a hindrance to college graduates, primarily African Americans. A disproportionate number of these graduates incur significant debt while attending college. The purpose of this descriptive phenomenological study was to understand the lived experiences of African American college graduates who were managing debt incurred to pay for their education. Human capital theory and critical race theory provided the conceptual framework. Two research questions motivated this study: H

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Frett, Jeannette. "College-to-Career Experience| Black and Hispanic First-generation College Graduates." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829075.

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<p> This study examined the lived college-to-career experiences of 23 Black and Hispanic first-generation bachelor’s degree recipients who completed an 18-month career preparation program conducted by Management Leadership for Tomorrow, a non-profit organization dedicated to the career preparation and professional advancement of high-performing emerging leaders from underrepresented, diverse communities, including undergraduate students transitioning from college to career. </p><p> With record high costs of higher education, increased demand for bachelor’s degree credentials in

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8

Shulterbrandt, Elizabeth. "Pitzer College/WesternU's Native Youth to College Program: Curriculum Development in Urban Indian Education." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613382.

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College preparatory programs like Pitzer College/WesternU's Native Youth to College Program provide a unique experience for Native high school youth - weaving tether academics and culture for student success. However, there exists a gap in the literature on curriculum development of Native-serving programs as Mack et al, (2012), Tierney and Hagedorn (2002) and others have noticed. Using Brayboy's TribalCrit (2005) as the guiding theory, qualitative interviews of program staff and analysis of internal program documents are conducted. Nine core curricular elements-academics, culture, media studi

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Greenwell, Audry M. "Diabetes and Depression in American Indian Women." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8377.

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10

Angstman, Sarah. "Tobacco Use among Alaska Native and American Indian College Students." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-105326/.

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The prevalence of tobacco use is disproportionately high among American Indian and Alaska Native people, with rates and patterns of use varying greatly by tribe, community and geographical region. Targeted interventions are needed to reduce this troubling disparity between non-Native and Native rates of use. Among non-Native individuals, the college years are being investigated as a time when lifelong tobacco use patterns may be established, and interventions are being tested to help college students to stop using tobacco. Currently, no interventions have been developed for American Indian or

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Castillo, II Ramon Francisco. "Higher Education in Native American Communities: Who Graduates and Why?" BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2664.

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In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attem

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Greenwell, Audry M. "Cultural Implications and Care for American Indian Women." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8379.

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13

Lundi, Daphney Farah. "The Systemic Multigenerational Implications of Education: Second-Generation Haitian- American College Graduates’ Perspectives." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/33.

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Similar to other immigrant populations in the United States, Haitians have a migratory history of escaping from political turmoil, natural disasters, and extreme poverty (Zephir, 2004). However, Haitian Americans remain one of the underserved populations in the United States. Marginalized yet resilient, Haitian families in the U.S. continue to display strength in the face of adversity. Second-generation Haitian-American college graduates are the evidence of such strengths. There is very little research focused on second-generation Haitian-American college graduates’ perspective on the possible

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Greenwell, Audry M. "Nursing Implications: Diabetes and Depression in American Indian Women." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8378.

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15

Crowe, Michelle L. "Reports of Emotional Expression and Control in Indian and American College Students." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303441525.

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16

Ali, Christie Alisse. "American Indian Collegiate Athletes: Accessing Education through Sport." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293409.

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Few activities have the power to bring people together as sports; victory is contagious, defeat unifies, and the concept of a team can create common goals and unbreakable bonds among teammates, communities, and even an entire nation. In a sense, sport has the power to change lives. The lessons that athletics can teach--preparation, competitiveness, overcoming obstacles, persistence, mental and physical health, problem solving, and setting life goals--seem particularly apt for American Indian youth today. Athletics can serve as a pathway to college for American Indian students who participate

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Muldrow, Jr Owen Wilbert. "Recruitment Strategies for a Sustainable Pipeline of African American College Graduates as Civil Servants." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7493.

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Government leaders have not been successful in their strategies for developing a pipeline of African American college students to address the absence of African American representation in civil service management positions. Increasing African American representation among civil service personnel may produce a government workforce that reflects American society, which may promote equitable and responsive solutions in serving public interests. The purpose of this qualitative modified Delphi study was to build consensus among a nationwide expert panel of government-affiliated talent managers as t

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Haynes, Robert Michael Bush V. Barbara. "A predictive model of Hispanic participation in Texas Higher Education inferences drawn from institutional data in prevalent Hispanic states /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11036.

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19

Cheng, Min. "Globalization and Identity: A Cross-National Study Among Chinese, Indian, Colombian, and American College Students." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002808.

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20

Spradley, Patricia. "A multiple variable analysis of the persistence of adult African-American male graduates from a baccalaureate degree program /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976706.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Raechele L. Pope. Includes bibliographical references (leaves 156-171).

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Mennell, Putman T. Elizabeth. "Tribal college and university accreditation : a comparative study /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004340.

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Ness, Jean Kelly Echternacht. "American Indian completers and noncompleters in a tribal and community college in northern Minnesota /." ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Brown, Lisa. "Self-efficacy and perceptions of first-year American Indian college students| A quantitative study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727499.

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<p> The purpose of this quantitative, correlational study was to examine the relationships between demographic characteristics, self-efficacy, and persistence factors that attribute to the academic performance of American Indian college students who completed 24 semester credits or one year of college. The data collection instrument used were three surveys administered as one web-based survey. The surveys included a 10-item demographic survey, 15-item Modified General Self-Efficacy Exam, and 34-item College Persistence Questionnaire used to obtain data on student self-efficacy and factors that

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Nelson, Christine A. "American Indian College Students as Native Nation Builders: Tribal Financial Aid as a Lens for Understanding College-Going Paradoxes." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556872.

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Powerful norms tend to define the purpose and function of higher education as a means for individual students to improve individual social mobility and to attain occupational status, and oftentimes, we assume this to be the primary intent of any college student (Baum, Ma, & Payea, 2013; Day & Newberger, 2002). For the purpose of this study, the normative framing of college as primarily an individual benefit is scrutinized to understand how this norm engages American Indian students in the college-going process. Indigenous scholars argue that infusing the concept of Native Nation Building into

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Baker, Paula Booker. "Resilient lives a critical narrative inquiry into the triumphs and struggles of five African-American women with doctoral degrees /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/paula%5Fb%5Fbaker/baker%5Fpaula%5Fbooker%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2005.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 204-220) and appendices.

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Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous

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27

Escamilla, Mark Steven. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031049.

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Payne, Lynn W. "Black business students' post-baccalaureate employment expectations : what are they and from where do they originate? /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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29

Manuelito-Kerkvliet, Cassandra. "Widening the circle : mentoring and the learning process for American Indian women in tribal college administration /." view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181109.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 96-104). Also available for download via the World Wide Web; free to University of Oregon users.

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Gonzales, Mathew Kaizer N. "Voices of Cambodian American College Graduates| Factors that Contributed to Their Challenges and Success in Earning a Bachelor's Degree." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829166.

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<p> While aggregated data demonstrates a high degree of educational attainment among Asian Americans as a whole, disaggregated data reveals a striking disparity among Cambodian Americans. Postsecondary education experiences of Cambodian Americans are often overlooked, in part due to a pervasive model minority stereotype. This qualitative study explored factors contributing to challenges and successes of 12 Cambodian Americans who successfully earned a bachelor’s degree from a California institution. Four themes emerged from this study: Family—two camps, Cambodian invisibility, majo

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Donaldson, Joseph Von Dumonté. "An exploratory study of African American male college graduates responding to the developmental process and the social context of racism experiences in American society." Diss., University of Iowa, 2004. https://ir.uiowa.edu/etd/109.

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The purpose of this study was to examine the perceived consequences of racism experiences on adult development and overall well-being of highly educated African American males. There were three objectives: to describe African American male responses to experienced racism in four social contexts: on the job, in academia, in the public realm, and statements in the media; to describe African American male social support networks for dealing with racism and to describe their level of satisfaction with those social support network; and to examine the relationship

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Viri, Denis Francis. "Subjective realities of American Indian students in an urban community college setting: A Tohono O'Odham case study." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184956.

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The purpose of this study was to determine the effects of a public community college on American Indian students in terms of their goals, aspirations, and persistence. These effects are fundamental to understanding attrition and the low transfer and completion rates of American Indians and other minorities in community colleges. The study was conducted as a case study in an urban community college in the Southwest. Seven individual case studies were embedded in the larger study. Data were obtained through weekly interviews and followup of students who dropped-out. Goodenough's cognitive theory

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Natarajan, Anusha Devi. "CULTURE AND PERCEIVED PARENTING STYLE: IMPLICATIONS FOR INTERPERSONAL AND ACADEMIC FUNCTIONING IN INDIAN AND AMERICAN COLLEGE STUDENTS." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1306110491.

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34

Greenwell, Audry M. "National Diabetes Convention Conference: “Is There a Relationship Between Diabetes and Depression In American Indian Women?”." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8380.

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35

Keith, Jill Fabricius. "Life Skills at a Tribal College: Effects of a Culturally Relevant Educational Intervention on College Retention & Self-efficacy for Healthy Choices among American Indian Tribal College Students." Diss., North Dakota State University, 2016. http://hdl.handle.net/10365/25550.

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American Indians and Alaskan Natives (AIAN) have the lowest rates of college retention and graduation in the U.S. Additionally, AIAN face health disparities including higher rates of obesity/overweight and Type 2 diabetes. The study purpose was to explore the effects of a culturally relevant life skills curriculum delivered in a family-style environment on self-efficacy, healthy choices, and college retention in tribal college students over four separate semesters. A non-experimental cohort design using mixed methods (quantitative and qualitative) was utilized for the study. Participants in th

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Rom, Matthew. "Cherokee College Students' Experiences with Cultural Incongruence on Primarily Whitestreamed Campuses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6481.

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The persistence rates of Native American students in higher education are lower than other underrepresented groups. Research suggests that the discrepancy could result from factors outside of students' academic knowledge. The purpose of this basic qualitative study was to explore how Cherokee students perceive their tribal culture affects their ability to persist at institutions of higher education with a primarily Whitestreamed campus culture. Tharp's cultural compatibility theory and Astin's student involvement theory guided the development of the research questions. The research questions e

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Ford, Obie. ""This is who I am" the lived experiences of Black gay men with an undergraduate degree from a historically Black college or university /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195566951.

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38

Haynes, Robert Michael. "A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11036/.

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In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in da

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Wright, LaQueta L. "Social, Demographic, and Institutional Effects on African American Graduation Rates in U.S. Colleges and Universities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28492/.

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Improving the retention and graduation of African Americans and other minority groups in higher education is an important but highly politicized issue on college and university campuses. Prior studies emphasize the relationship between minority retention and achievement, cultural diversity, and racial policies and climates at predominantly White colleges and universities in the United States. In response to the need for further research, the effects of institutional actions related to diversity, minority group and African American retention, and social integration initiatives on African Amer

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White, Paul M. III. "Assessing the Factors that Affect the Persistence and Graduation Rates of Native American Students in Postsecondary Education." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182544100.

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Gray, Glen F. "A paradigm for renewal, seven pilot studies for the inculturation of Holy Communion at the American College, Phoenix, Arizona." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.089-0087.

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Parker, Patricia. "Association of College and Career Readiness Indicators on Hispanic College Enrollment and Postsecondary Resiliency." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157595/.

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This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates fr

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Berry, Jefferson. "The Schemes of Public Parties: William Allen, Benjamin Franklin and The College of Philadelphia, 1756." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/106604.

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History<br>M.A.<br>Chief Justice William Allen and Benjamin Franklin met hundreds of times prior to Franklin's departure to London in 1757, and yet very little has been written about Allen. For over twenty years, Franklin and Allen worked closely on a variety of municipal improvements: the library, the hospital, the school, the fire company and many other projects that were the first of their kind in America. And while Allen was Franklin's main benefactor for close to twenty-five years --it was Allen's endorsement of Franklin that got him his job as Postmaster-- Franklin mentions him only twic

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King, Sabrina Hope. "Exploring the early career experiences of African-American teachers /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042205.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Linda Darling-Hammond. Includes bibliographical references (leaves 312-319).

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Eddington, Alicia F. "A Study of African American Students' Completion of an Accounting Degree at a Private University." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33145/.

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The purpose of this qualitative study was to identify factors that may have influenced the choice of major and the persistence to graduation of six African American accounting majors who attended and graduated from a private, predominantly white university from the academic years 2003 through 2009. A set of indicators based on several retention studies was selected for the purpose of identifying pre-college, off-campus, and on-campus factors that influenced students' choice of major and persistence to graduate with a major in accounting. The major findings of this study were that early skill d

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Roper, Paula LaJean. "Black alumni of the University of Missouri-Columbia : financial support as the mirror of attitudes /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013018.

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Winner, Alice J. "Rationale and design for a Unitarian Univarsalist/Native American young adult intercultural service-learning program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2964. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves [184]-199).

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Stephens, Gregory Demond. "The effect of selected student profile variables in the 2005 American College Test (ACT) on academic performance of Mississippi high school graduates as measured by the sub-scales in the ACT." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-04092007-143914.

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da, Silva Jose E. "Community College Student Retention and Completion based on Financial Expenditures and Hispanic-Serving Status." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984149/.

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Despite declining community college funding being allocated increasingly on the basis of student success, U.S. community college student retention and completion rates over the past decade have either remained steady or decreased, especially for Latino students. Using descriptive statistics and multiple regression models with secondary data procured from the Integrated Postsecondary Education Data System (IPEDS), I analyzed student success rates—full time student retention and completion rates—based on community college financial allocations and Hispanic-serving institution (HSI) status. To e

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"Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49330.

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abstract: The Yavapai-Apache Nation represents one American Indian tribe whose experiences of historical trauma and alternative responses to historical trauma is not fully understood. This study sought to explore the presence of historical trauma among individuals who did not directly experience events of historical trauma, and ways those individuals have dealt with the possible impact of historical trauma. The foundation of this research reflected that pathological outcomes may not be universal responses to historical trauma for a sample of Yavapai-Apache Nation college graduates, as evidence

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