Dissertations / Theses: 'African American African American'

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Mayo-Bobee, Dinah. "African American Experiences." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/730.

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Fong, Kaela. "Talkin' Black: African American English Usage in Professional African American Athletes." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1352.

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Sports play an important role in the culture of the United States as does language, so the choice to use non-Standard dialects in a nation that privileges the Standard and negatively judges dialectical differences, especially those spoken by mostly people of color, is not undertaken lightly. Because of this privileging of Standard American English, it is assumed that only professional African American athletes are allowed to keep their native dialect if it is African American English (AAE) and still be successful. However, this is complicated by the historical and present increased criticisms women face in both sport and language. To investigate this claim, a quantitative analysis of post-game interviews of five men and five women in the National Basketball Association and Women’s National Basketball Association, respectively, was conducted. The athletes were analyzed to see if they used dental stopping and be-leveling, two features of AAE. Four additional features of AAE were also investigated on an exploratory basis. Inter-gender variance was found among both genders. Across genders, women used the features of AAE studied an average of 30.6 percent less than men, demonstrating a clear gender difference in the usage of AAE. The results of this study illustrate disparities in women and men’s language use that could be a consequence of the inherent and historical sexism women must face in the realms of both sport and language.

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Ford, Ramone. "African American psychologists' attitudes toward psychotherapy." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1209519794.

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Thesis (Ph.D.)--Cleveland State University, 2008. Abstract. Title from PDF t.p. (viewed on July 11, 2008). Includes bibliographical references (p.71-80). Available online via the OhioLINK ETD Center. Also available in print.

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Turner, Edward. "African American Entrepreneurial Sustainability." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2429.

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African Americans are among the fastest growing entrepreneurial minority group in the United States, but they continue to struggle with sustaining these new business ventures. Evidence suggests that African American business entrepreneurs experience an increased failure rate with a 4-year business survival rate of 39%. Reducing the failure rate would significantly add to the U.S. economy (an estimated $2.5 trillion) and create nearly 12 million more jobs. The purpose of this single case study was to explore the strategies and behaviors of an award-winning African American entrepreneur in Miami Dade County who has remained in business over 20 years. The conceptual framework for this study was entrepreneurship theory. The data were collected through a semistructured interview with the participant, a review of published news media data, and a review of financial and marketing documents. Member checking was completed with the participant to strengthen credibility and trustworthiness of interpretations. The findings revealed several qualities about this entrepreneur, including innovativeness, internal locus of control, and self-efficacy attributed to business success. The participant also leveraged education and family networks as social capital to reach firm sustainability, as well as bootstrapping to mitigate the lack of financial capital. The information learned from these findings may contribute to social change by providing insight into the necessary strategies and behaviors required by African American entrepreneurs to stay in business beyond 4 years.

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Pye, David Kenneth. "Legal subversives African American lawyers in the Jim Crow South /." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3396343.

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Thesis (Ph. D.)--University of California, San Diego, 2010. Title from first page of PDF file (viewed February 25, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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FORD, RAMONE. "African American Psychologists Attitudes Towards Psychotherapy." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1209519794.

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Wilcots, Anthony W. "Who is responsible? an exploration of the black church's charge to bring wholeness to the suffering African American family /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Peper, Alan R. "Successful African-American college students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.

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Clarke, Charles E. (Charles Edward). "The African-American house as a vehicle of discovery for an African-American architecture." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/68318.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, February 1996. Includes bibliographical references (leaves 66-68). The purpose of this research is three-fold: (1) This thesis seeks to uncover evidence of a distinctly African-American architectural form. The primary building type observed will be the house, or the housing of African-Americans that was built by and for African-Americans. Because the greatest numbers of black people have resided in the southern United States throughout American history, most of the study will deal with the houses of blacks in that region. The position taken is that the house is a form of physical and spiritual self-expression. Simply stated, the study seeks to discover what it is about these houses that are of and by black folk that renders them peculiarly African-American. (2) This paper will document the works of some lesser known black builders of the American past, particularly in the Southeast following the Civil War. The objective will be to look for the possible visible signs of the transmittal of material culture in order to find if there is a uniquely African-American built form in existence today, or if, in fact, one has ever existed. It will look primarily at the houses executed by these people, and develop what is hoped will be a significant body of knowledge that will aid in the future study of this and other similar subjects. (3) This thesis seeks to answer a question very basic to my own personal and continuing involvement in the study of architecture, urban design, historic preservation, and African-American history: What are the determinants of an African-American architecture? In order to make a case for a truly African-American architectural form, those factors that could bear directly upon its formulation must be known and described. A major portion of this argument is devoted to just such knowledge and description. by Charles Edward Clarke. M.S.

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James, Katherine E. "Intraracial, intergenerational conflict and the victimization of African American adults by African American youth." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/835.

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Black on Black victimization amongst inner-city African American youth is a well-documented phenomenon. Less understood are the shared lived experiences of inner-city, middle-aged African Americans who have been victims of crimes perpetrated by African American youth. The purpose of this study was to understand the lived, shared experience of this population. Social ecological theory, psychological sense of community, and crisis theory served as the theoretical frameworks for the study. A qualitative method of phenomenological inquiry was used to gain insight into the meaning ascribed to the victimization experiences, as well as the resulting thoughts, beliefs, attitudes, and life-impacting implications. In-person, audio-taped, semistructured interviews were conducted with 10 victimized, middle-aged African Americans. Data were analyzed using Moustakas' method of data analysis. The study produced seven major themes: (a) physical, psychological, and emotional responses; (b) coping, (c) hopelessness, (d) betrayal, (e) traditional values, (f) societal issues, and (g) disengaged acceptance. The data analysis indicated that African Americans residing in this metropolitan location struggle with myriad intraracial and intergenerational challenges; approaches to addressing the challenges were reflected in the seven major themes. The results of this study may contribute to an enhanced understanding of the effects of intraracial, intergenerational victimization, leading to the ability of the mental health community to effectively address the physical, psychological, and emotional outcomes of this victimization experience. This study may also lead to a decrease in mental health related issues and costs, as well as serve as a catalyst for conversation amongst stakeholders.

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Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

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Green, Donice Kelly 1967. "African-American intergenerational teen pregnancy." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291548.

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Intergenerational adolescent pregnancy is of paramount concern to the African-American community. This study focused on intergenerational adolescent pregnancy, in the African-American community. Female members of African-American families who had experienced intergenerational adolescent pregnancy were interview using the McGoldrick & Gerson genogram interview (1985). The results indicate that while adolescent pregnancy occurs in successive generations, the motivations and expectations of each participant were different. These differences can be partially attributed to generational issues, although personal differences cannot be ignored. While more research is needed, it is clear that one size fits all social programs are inadequate to meet the diverse needs of this population. Professionals involved in this area need to seriously reconsider their assumptions as to the cause and effect of adolescent pregnancy in the African-American community. Reconsideration of old assumptions may fuel positive design and structural changes in the conception and delivery of social services to this population.

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Sass, Lawrence. "Precedents in African American architecture." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/40988.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1994. Includes bibliographical references (p. 88-90). As a sub-sets of American culture, African Americans have not been able to offer culturally specific architectural elements to the design process because the history of African American form and space has not been recognized within academia. This thesis is an attempt to fill the gaps in the African American history of form and space. I do so by producing computational models of African American architecture and spatial planning from four key periods of American history: (i) the African Plantations (1619-1793), (ii) the American plantations (1793-1865), (iii) the African American gardens (1619-present), and (iv) the Middle Passage Monument (1993). These architectural elements can play an integral role in designing for African American communities in the future. To demonstrate this point, I use these African American architectural elements in designing housing units in Harlem. In my conclusion, I present ideas and goals for future research in African American architecture and spatial planning. by Lawrence Sass. M.S.

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Gama, Maria Elizabeth da Costa. "From negro to african-american." Florianópolis, SC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77537.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente. Made available in DSpace on 2012-10-17T05:09:15Z (GMT). No. of bitstreams: 1 190263.pdf: 439604 bytes, checksum: 2c745d1634db2651abae3cbd1351decd (MD5) Este trabalho de pesquisa analisa criticamente aspectos do papel que a imprensa americana desempenha na reprodução de estereótipos que sustentam desigualdades raciais e sociais nos Estados Unidos. Partindo da afirmativa de Van Dijk(1988) que as minorias são sempre associadas na mídia à violência e ao crime, realizo uma análise crítica do discurso (Fairclough,1992)de vinte reportagens sobre três crimes supostamente causados por questões raciais. As reportagens são retiradas de seis jornais brancos e quatro jornais afro-americanos. As escolhas lexicais mais recorrentes bem como o sistema de transitividade predominante(Halliday, 1985) são examinados tanto em termos quantitativos quanto qualitativos. Embora o racismo contemporâneo seja muito sutil quando comparado ao 'racismo ultrapassado'(Van Dijk,1988), os resultados sugerem que existe uma representação distorcida dos afro-americanos na imprensa dos Estados Unidos da América. Este estudo visa contribuir para a conscientização de leitores e escritores do papel que a imprensa desempenha na reprodução do racismo.

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Hillian, Lenette D. Jr. "Commitment in African-American Relationships." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36706.

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This study investigated commitment in the romantic relationships of 16 African-American men and women, eight men and eight women, aged 20-23. Ten participants were currently in a committed relationship and six participants were not currently in a committed relationship at the time of the study. Interdependence theory guided this qualitative study to examine how participants defined commitment, what they expected from their partners, sources that were instrumental in their development of expectations of how a partner should behave in a committed relationship, and the meanings they attached to relational alternatives, investments, rewards, costs, and barriers. Results indicated that eight relational themes defined commitment: exclusivity, honesty, being supportive, spending time, communicating, getting respect, trust, and love. In addition, two types of commitment were identified, short-term and long-term. From this sample, there was a connection between the definition of commitment and the meanings attached to relational alternatives, investments, rewards, costs, and barriers. The sources of how a partner should behave served as the context for the definition of commitment and meanings attached to alternatives, investments, rewards, costs, and barriers. Suggestions for future research on close relationships among African-Americans are discussed. Master of Science

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Moncree-Moffett, Kareem T. "Educating our African American students." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.

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Tauheed, Linwood F. Sturgeon James I. "Towards a socio-educational index a preliminary critical institutional dynamics model of the interrelationship of complementary and limiting factors associated with African American student performance /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--Dept. of Economics and Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2005. "A dissertation in economics and social science." Advisor: James I. Sturgeon. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 13, 2007. Includes bibliographical references (leaves 248-262). Online version of the print edition.

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Taylor, Corey Michael. "Ambiguous sounds African American music in modernist American literature /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 253 p, 2009. http://proquest.umi.com/pqdweb?did=1654487481&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Randolph, Michelle. "African-American Women and Welfare: A Qualitative Study of African-American Women Receiving Public Assistance." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/631.

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Using information obtained from interviews of a sample of fifteen African-American women from two counties in a border state, the overall perceptions of women receiving public assistance and the labels and stigmas (i.e., welfare checks, food stamps, and medical cards) associated with receiving public assistance were examined. Research findings indicate that there is stress associated with receiving public assistance, and the stigmas associated with public assistance influence people in the public domain to brand recipients socially. The findings from the interviews produced results indicating that the perceived differences and mistreatment felt by welfare recipients were, in part, the result of welfare stigma symbols (i.e., welfare check, food stamps, and medical card). The respondents felt that race exacerbated labeling and stigmatization.

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Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.

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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.

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Sturkey, William Mychael. "The Heritage of Hub City: The Struggle for Opportunity in the New South, 1865-1964." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343155676.

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Newberry, Jay L. "The segregated distribution of middle class African American households in the Pittsburgh metropolitan statistical area." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=551.

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Maclin, Vickey L. "Barriers to the utilization of mental health services in African American church communities a qualitative and descriptive study of pastors' perceptions /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0158.

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Beall-Davis, Sondra Jean. "African American Women in America: Underrepresentation, Intersectionality, and Leadership Development Experiences." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4037.

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American conglomerates are accountable for the underrepresentation of African American women (AAW) in high-ranking roles. Though some progress is documented, this study revealed that inequalities and stereotypical practices still exist. This transcendental phenomenology study explored the leadership development and lived experiences of 25 high-ranking AAW. All participants worked in private or public sectors, resided in America, and held high-ranking positions within the last 5 years. The goal was to explore the lived experience of AAW and uncover any strategies used to address the influence of intersectionality on leadership development that could abate barriers and create career pathways for forthcoming AAW leaders. During the literature review process, the education sector emerged as the most studied area, exposing substantial gaps in literature concentrated on other sectors. For this study, a broader range of industries was explored that could enhance existing leadership and management practices and augment the body of knowledge in multiple sectors. The theory of Black feminism guided the study, and the conceptual framework of intersectionality corroborated the intersecting barriers caused by gender, race, and class unique to AAW. Purposive samples and open-ended questions designed to guide semistructured interviews, supported by the modified van Kaam data analysis technique, were implemented. The social implications of this study go beyond simple diversity in the workplace to highlight a highly resilient and capable talent pool of AAW who bring new perspectives to senior leadership roles that will enhance organizational resilience, contributing to the economic growth of the organizations they lead.

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Hughes, Lawrence G. "Exploring the Experience of the African-American Male Worker Assigned to the African-American Male Leader." THE GEORGE WASHINGTON UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3489793.

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Walker, Donald. "The post relationship effects of African American males who were verbally abused by their African American." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/79.

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This study examines the post relationship effects of African American males who were verbally abused by their African American fathers. The participants, n200, were randomly selected, and via survey, identified a sexual preference as either heterosexual or homosexual. The participant’s ages range between 15 and 64. The study was based on the premise that African American males who were verbally abused by their African American fathers were likely to demonstrate aggressive, hostile and violent behavior in academics, homes, and intimate relationships. A statistical and correlation analysis approach was used to analyze data gathered from the 200 African American male participants. The researcher found that there were significant relationships between African American males and verbal abuse in academics, homes, and intimate relationships. The researcher found that homosexuals were more likely to respond aggressively and violently in instances were verbal abuse occurred. The major conclusion drawn from the findings suggest that verbal abuse experienced by African American males in childhood is likely to be demonstrated in their own adulthood behavior.

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Hood, Yolanda. "African American quilt culture : an afrocentric feminist analysis of African American art quilts in the Midwest /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974639.

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Gayle, Marlon De Shawn. "African American administrators' perspectives: Improving African American male high school graduation rates in San Joaquin County." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/83.

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This Northern California single case qualitative study used Critical Race Theory as a framework for examining the perspectives of African American administrators on improving graduation rates of African American male public high school students in San Joaquin County. Barriers to graduation completion in San Joaquin County public high schools continue to leave stakeholders looking for solutions to change the status quo for African American male high schools students. Ten San Joaquin County African American male and female administrators (identified by pseudonyms) from various public elementary, middle, and high schools were interviewed individually. Participants' responses were categorized into themes according to their answers for each question. Contrary to explanations for low graduation rates of African American male students, as predicted in the literature review of this study, the participants' perspectives rarely indicated that discipline, or lack of parental involvement was a prevailing reason for low graduation rates for African American male students. Low teacher expectations, lack of role models and advocates, and the failure of the school systems to implement successful strategies to improve the graduation rates of African American male students appeared to be the most common themes as discussed in the literature review. Participants perspectives suggest public high schools in San Joaquin County struggle to make positive connections with African American male students. All of the participants claimed that teachers, administrators, and school staff struggle to build and maintain healthy relationships with African American male students. Some of the recommendations from the participants of this study suggest that stakeholders can assist African American male students in overcoming barriers and improving their graduation rates by: starting African American male charter schools, operating mentoring programs in schools, and recruiting more African American teachers and administrators.

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Patterson, Tracy J. "Privileging privilege the African American middle class novel: a genre in the African American literary tradition." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2868.

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This paper asserts the existence of the African American middle class novel as a genre in the African American literary tradition that has heretofore been neglected by literary critics. The premise of this argument is that conventional African American literary studies privilege novels concerned with the African American folk to the exclusion of portrayals of African Americans of middle and upper socio-economic class and cultural groups. A study of the Modem Language Association's catalogue of African American criticism and a review of novels widely accepted as representative of African American literary tradition were used to indicate how class status is often neglected as a subject. A study of the literary standards of the Harlem Renaissance and the Black Arts Movement revealed the development of prescriptive literary conventions. Four exemplary twentieth century middle class novels were critiqued: Walls of Jericho by Rudolph Fisher, Plum Bun by Jessie Redmon Fauset, Meridian by Alice Walker, and Sarah Phillips by Andrea Lee. The novels were found to contribute to discourse on the intersection of race and class for African Americans by challenging stereotypes, advocating moral standards across class lines, and criticizing systems of oppression.

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Payton, Erica D. "Firearm Violence in the African American Community: African American Legislators’ Perceptions of Firearm Violence Prevention Legislation." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404745086.

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Mason, Patrese A. "The Lived Experiences of African American Female Superintendents." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580.

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Velox, Andrea Jean. "Use of the Rorschach as a personality assessment tool with African American students." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/2265.

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African American children comprise 16.5 percent of all public school enrollments, but account for 27 percent of all students in Seriously Emotionally Disturbed (SED) classes (U. S. Dept of Education, 2001; U. S. Department of Education Ofice of Civil Rights, 1997). Being in such a position sets these children in the position of being assessed more often for placement and diagnostic purposes. Test instruments often use norms that either have not been standardized with African American children, or the cultural impact of African American socialization has not been validated with these children. In this investigation, the Rorschach was administered to 40 African American students of low-and middle-socioeconomic status. Comparisons were made between the Rorschach??s established norms for 9- and 11-year-olds and the study group of 40 African American male and female, 9- and 11-year-olds, to investigate any trends for the study group. In addition, the relative impact of acculturation on the Rorschach scores of this study??s participants was examined. Results revealed significant differences from the norm group on six of the 15 variables for the 11-year-olds in the study group, although not all significance was in the same direction, nor in the direction expected by the investigator. F+, and m were found in higher amounts for the study sample; CF, Pairs, Zf, and T were all found in significantly lower amounts for the study group. Significance on six (CF, Pairs, R-total, Zf, AG, and T) of the Rorschach variables investigated was found for the 9-year-old study group. There was no significance found due to the impact of acculturation for the entire study group. It may be that the 9-year-olds have a less sophisticated or negative "worldview" than their 11-year-old study group counterparts, or that when they are younger African American children perceive or process images more similar to their mainstream peers. Implications for further research and practice were discussed.

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Gass, Thomas Anthony. ""A Mean City": The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388690697.

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Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.

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Howe, Darin M. "Negation in early African American English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24075.pdf.

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Harvey, Sharlonda. "Parent training with African-American families /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1459903961&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007. "Department of Psychology." Keywords: African-American families, Parenting, Black parents, Parent training, African-American, Families, Human services Includes bibliographical references (p. 106-125). Also available online.

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Berman, Julia E. "African American tropes in popular film /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091899.

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Jackson, Charles E. "African American males and their heritage." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jacksonc.pdf.

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Carroll, Nicole. "African American History at Colonial Williamsburg." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539626197.

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Williams, Tommie Lee. "African American Identity Construction on Facebook." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1359.

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AN ABSTRACT ON THE THESIS OF TOMMIE LEE WILLIAMS, for the Master of Arts Degree in APPLIED LINGUISTICS AND TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES, presented on NOVEMBER, 5, 2013 at Southern Illinois University Carbondale. TITLE: AFRICAN AMERICAN IDENTITY CONSTRUCTION ON FACEBOOK MAJOR PROFESSORS: Dr. Laura Halliday and Dr. Janet Fuller In contrast to early utopian theories about life on the internet, research revealed that the internet does not exist in a gender, class and racial vacuum (Kendall, 1998, Zhao et al, 2005). Identity issues that exist in the real world are mirrored in online presentations (Turkle, 1995). A previous study on Ethno Racial displays on Facebook examined whether different ethnic and racial groups used different identity strategies to construct their online identities on the Facebook social media network. The findings from that study and others were instrumental in the development of this research. The study conducted Face book profile page analyses for over 150 students from five distinct ethnic groups, African American, Vietnamese, White American, Hispanics and Indian. Their methodology included a coding system and instrument that revealed that the five ethnic racial groups did employ different strategies in the construction of their profile page identities. The object of this study is to exclusively study African American identity construction on Facebook. The goal of the study is to add to scholarship and body of research in this area. The research involves analyzing the Facebook profile of twenty former employees of a southwestern call center that closed the same year Facebook was founded. The employees vowed to keep in touch with each other through the new social network. A decision to employ a multiple methodology approach to the study was primarily driven by the small sample size and complicated nature of the information. A quantitative study was conducted first followed by a qualitative case study of the individual profile pages of four of the subject. The choice of the case studies selected was driven by results of the quantitative analysis which revealed outlier categories and cases. The findings from the two studies were then calculated, analyzed and reported. The early report of the quantitative study revealed that in comparative analysis that there were no significant differences between the two independent variables labeled Ethnicgroup White and Ethnic group African American. The secondary report from another statistical analysis discovered differences as a result of outliers in the data. The identified outliers were used to choose the subjects for the qualitative study. The results from the qualitative case study revealed that the African Americans in the study used different identity construction strategies. The strategies, however, did not show congruence on racial or ethnic lines. The data suggested the subjects chose identities that adhered to established socio-cultural archetypes rather than exclusively afro centric models. Triangulation of the data also suggested support for the original quantitative report of no significance.

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Anderson, Bonnie Lichfield. "Finances in Strong African American Marriages." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/785.

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This study focused on how African American couples in happy marriages talked about finances in their couple relationships. Qualitative methodology was used for this study, and the data came from transcribed interviews with participants. Thirty-seven couples who identified their marriages as being strong, happy, or highly satisfying, volunteered to be interviewed for this study. All individual participants (74 total) talked about finances in their marriages, and all interviews were used for the purpose of this study. Their descriptions were coded and analyzed to explore the way that they talked about money issues in their marriages. The research questions focused on how couples talked about financial stress and how they talked about financial decisions in their relationships. An unanticipated finding was how they talked about transcending finances in their marriages. The findings can contribute to future research and financial education for African American couples.

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Townsend, Monique. "African American males' attitudes toward marriage." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1695.

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This study presents the results from an exploratory study that measured 71 African American males' attitudes toward marriage, their ideal marriage partner, and their attitudes toward African American women.

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Bailey, Suzette. "Asperger's Syndrome in African American Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4834.

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The prevalence of autism in the United States is 1 in 68 children. African American children are less likely to receive advance testing to confirm the diagnosis of Asperger's Syndrome (AS) compared to other ethnic groups. The purpose of this study was to determine if demographic factors (parental education level, family annual income, marital status of custodial parent(s), parent ethnicity, number of children in home, other children with disability, family location, mother age at time of birth, gender of child, birth status of child, adoption status and age, child order, and other disability) have any predictive relationship to AS diagnosis among African American children in the Washington Metropolitan area. A quantitative correlational study of a cross-sectional nature was conducted using a survey to collect data from parents of children age 3-16 (n= 187) who may or may not have a confirmed autism diagnosis. Bronfenbrenner's ecological theory provided an understanding of how environmental factors may be related to a diagnosis of AS. Chi-square analyses were conducted and statistically significant higher frequencies of diagnosis were found in parents with no other child with a disability, later born children, and parents who have been married. Logistic regressions analysis resulted in parental marital status being found to be a statistically significant predictor of a child having an official AS diagnosis. There is a critical need to train health care professionals working in underserved communities where minority groups may reside about AS. Results from this study may provide information to develop policies, community-based services, and programs that ensure that children can receive an accurate AS diagnosis regardless of factors such as race, ethnicity, or socioeconomic status.

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Olson, Ted S. "African American Music in Southwest Virginia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5514.

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Excerpt: African Americans have lived in Southwest Virginia since the early eighteenth century, and their traditions—their verbal folklore, customary folklife, and material culture—have long influenced cultural life in Southwest Virginia. African American music has been particularly impactful in the region, yet many people today are unaware of the extent of that influence.

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Bunch, Clarence. "Servant Leadership and African American Pastors." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363005384.

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Rountree, Wendy Alexia. "THE CONTEMPORARY AFRICAN-AMERICAN FEMALE BILDUNGSROMAN." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997212820.

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Slutzky, Shana. "'Reversion' to Islam a study of racial and spiritual empowerment among African-American Muslims /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1059.

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Faircloth, Glenn L. Jr. "A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.

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Weinraub, Clarece D. C. "Influences of African American English that contribute to the exclusion of African American students from academic discourse." Thesis, University of Southern California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124477.

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This qualitative study explored how the teacher’s knowledge of African American English (AAE) influenced the interactions and perceptions teachers had about AAE speaking students. African American English is a rule based language system spoken by over 80 percent of African Americans (Charity Hudley & Mallison, 2011; Smitherman, 1977). Despite this statistic AAE is not classified as a second language and is generally not recognized in most U.S. Schools. Programs such as the Academic English Mastery Program (AEMP) classify those speakers of AAE and other languages that are generally referred to as English Only (EO) as Standard English Learner (SEL). This study looked at knowledge of AAE, perceptions demonstrated through interactions with students and strategies teachers used while working with primarily African American middle school students. The researcher observed classrooms, attempted to analyze lesson plans, and conducted teacher interviews. Findings showed that teachers may have known about AAE but most did not explore learning about the language or strategies to work with AAE speaking students despite having classes that were attended by mostly AAE- speaking students. This research also showed that even when teachers felt competent in using AEMP strategies lack of respect for students and understanding of African American culture stifled the teacher’s effectiveness.

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Hooks, Stephanie L. "Victims, Victors, or Bystanders? African American College Students' Perceptions of African American Agency During the Civil War." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5503.

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This dissertation examines African American students’ perspectives of African American agency during the Civil War. It also seeks to understand where their knowledge of African Americans during the Civil War comes from. The topic fits within the Critical Race Theory framework and utilized a mixed methods approach to understand the study findings. The methodology included an online survey completed by forty-two participants at a Historically Black university and 3 semi-structured interviews using the interview protocol. Descriptive statistical demographic data, open-ended responses and interview transcripts were analyzed using the agency rubric developed by the researcher. The themes that emerged from the study included the limited agency of African Americans during the Civil War, silenced voices of African American women, students’ limited knowledge of ancestors’ emancipation and emancipation narratives, and little specific knowledge of African Americans involvement in the Civil War

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Dissertations / Theses on the topic 'African American African American'

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