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Dissertations / Theses on the topic 'African American High School Administrators'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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,

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2

Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2002.<br>Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

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3

Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.

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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist duri

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4

Carson, Dayanna Vontresea. "What are the Experiences of African American Female Principals in High-Poverty Urban Schools?" Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.

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5

Quinn, Nathaniel Eugene. "Factors that encourage or discourage African-Americans in attaining educational administrative positions in Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013013.

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6

Broadway, Everly Estes Friel Susan N. "African American achievement in high school mathematics." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2216.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.

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7

Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

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8

Jones, Anthony D. "Leadership and spirituality the indivisible leadership of African American school administrators as pastors /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403811.

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9

Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.

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<p> The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the

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10

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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11

Harris, Paula Williams. "African American High School Graduates' Perceived Academic Success Factors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2447.

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A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that Africa

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12

Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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13

Johnson, Randall J. "Developmental Assets Supporting High School Graduation Among African American Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3147.

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The focus of this study was individual and community assets and barriers that African American students living in disadvantaged low income communities encounter in their efforts to complete high school. The research questions were focused on understanding the high school experiences of students who graduated and of students who dropped out. The study was a comparison of the data collected from interviews of former students to the 15 interventions identified as most effective by the National Dropout Prevention Network (http://dropoutprevention.org/effective-strategies/). Findings suggested that

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14

Murray, Natasha L. "EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/73.

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Public school systems in America continue to show unequal learning outcomes for African American students. This investigation seeks to understand salient factors that are critical and essential to the process of increasing the probability of academic resilience (success) among African American students. Academic resilience is defined as "the process of an individual who has been academically successful, despite the presence of risk factors (i.e., single parent family, low future aspirations, and low teacher expectation) that normally lead to low academic performance" (Morales & Trotman, 2011,

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15

Whittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.

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16

Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

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17

Gladney, Lawana S. "Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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18

Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).

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Jefferson, Sonya Duggan. "Stitched from the soul an auto/biographical inquiry into one black woman administrator's voice and vision /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/aballagh/ballagh_amy_r_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<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. 152-169)

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Berry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.

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This study gathered information on African American male high school students' perceptions of African American male vice principals as positive role models. Respondents were randomly selected African American male students in grades 10, 11, and 12 drawn from comprehensive high schools in the Oakland Unified School District, Oakland, California. To gather and analyze data for the study, two instruments were developed. One instrument was a questionnaire designed for African American male high school students. A second instrument was a questionnaire designed for African American male high school

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21

Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.

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School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school

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22

Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.

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<p> African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kol

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23

Swanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.

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Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively impact their academic success. This qualitative research study provided an opportunity for African American male students at the high school level to articulate their experiences and speak to the factors that they perceived as contributing to their academic success. The constructs of identity and cultural capital were offered by this researcher as a conceptual framework into the insight of factors that impacted the

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24

Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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<p> Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the p

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25

Grieve, Kimberly A. "Urban African American male high school students' educational aspirations for college and the influence of family, school, and peers /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1258735643.

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Dissertation (Ph.D.)--University of Toledo, 2009.<br>Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.

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26

Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolesce

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27

Charbonnette, Constinia. "Lift every voice African American students' beliefs of their school climate /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3965.

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Thesis (Ed. D.)--West Virginia University, 2005.<br>Title from document title page. Document formatted into pages; contains vi, 183 p. : ill., map. Includes abstract. Includes bibliographical references (p. 152-160).

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28

Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.

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<p> The purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to

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29

Mutawally, Sabreen Ayesha. "Social Capital and Academic Achievement of African American Male High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5911.

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Although more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or community leader influenced the creation of social capital surrounding the students' academic achievement. Interview protocols and research interview instruments were d

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30

Richardson, Sandra Denise. "Junior High School Teachers' Perceptions of Math Instruction for African American Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3001.

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A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The resul

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31

Randolph, Marlayna A. "African American Women’s Perceived Barriers to the Position of High School Principal." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

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32

Williams, Charlene V. ""On me"| How African American male students in an "urban" high school describe high teacher expectations." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728856.

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<p> Research on teacher expectations has given limited attention to the voices of African American males. This study used counterstories to explore how African American male high school students described and experienced high expectations in the classroom. Through focus groups and interviews, twelve African American males shared their experiences, offered insights into how they negotiate through classroom environments with few high expectancy interactions, and made recommendations for how teachers can effectively convey high expectations. Low expectancy interactions left participants feeling i

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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had be

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34

Eatmon, Dedra Malloy Carol E. "Understanding the mathematics success of African-American students at a residential high school." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1105.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements of the Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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35

Slaughter, Demetria M. "An examination of substance use and abuse among African American high school students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/2305.

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This thesis examines substance use and abuse in the context of precipitating factors. In particular, it shows how substance abuse can be triggered by certain variables such as stress. The thesis also shows different "struggles" encountered by African American students that have been found to impact the use of various illicit substances. Additionally, the thesis discusses the role of the church and its impact on the structure of the African American family as it deals with youth and drugs. Drug categories included in this study are cigarettes, alcohol, marijuana and cocaine. The study shows, th

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36

Elmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.

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37

Cisneros, McGilvrey Cynthia Ann. "African American males in high school credit recovery: a critical race theory perspective." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13709.

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Doctor of Philosophy<br>Curriculum & Instruction Programs<br>Kay Ann Taylor<br>African American males have the second highest dropout rate in this Midwest state‘s largest public school district. Often, African American male students take an abundance of elective classes but do not complete core classes that guarantee a diploma. This study documented and analyzed the experiences of African American male students who completed or attempted to complete their high school diplomas in an alternative setting. The study is significant because it reveals the importance of how time is structured in an a

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38

Jumal, O. Ajamu. "The vanishing African-American male student in middle and high school college preparatory classrooms." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/590.

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39

Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.

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40

Stroble, Willie Lee. "The relationship between parental incarceration and African-American high school students' attitudes towards school and family." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.

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The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed on several variables as compared to African-American adolescent high school students who lived with both parents and those who did not have an incarcerated parent but who lived with only one parent.;John Marshall High School in Richmond, Virginia was the institution studied for this project. John Marshall was chosen for several reasons: the student researcher had access to this population and it was believed that a majority of th

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41

Ives, Denise Kay. ""We stranded in school" survival literacy through adaptive colorations among high-achieving African American middle school students /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching & Educational Policy, 2008.<br>Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.

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42

Ely, Ydeaira Erica. "Educators' Perceptions About African American Student Referrals to Special Education." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/140.

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The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race

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43

Wastbrook, Sarah Kathryn. "An exploratory study of the factors associated with the mathematics achievement of six tenth grade African American students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WESTBROOK_SARAH_1.pdf.

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Johnson, Donna. "Achieving success : A qualitative study of the school lives of high-achieving African American girls attending middle school in a suburban school district /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974862.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1996.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Josue M. Gozalez. Dissertation Committee: Thomas Sobol. Includes bibliographical references (leaves 221-238).

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.

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This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of sus

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47

White, Garrick. "An exploratory study: school social workers' perceptions of effective truancy interventions for African American high school students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/80.

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This embedded mixed methods study explored school social workers’ perceptions regarding the effectiveness of current truancy interventions, which truancy interventions are most effective in reducing truancy among African American high school students, and what makes the truancy interventions effective. The study population included school social workers from the state of Georgia who had at least one year of school social work practice with African American high school students. The independent variables were parental involvement, professional development for teachers, mentoring, collaboration

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48

Mursaloglu, Jennifer L. "Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School." Thesis, George Mason University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837052.

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<p> Although districts and schools have implemented several types of parental engagement programs, numerous programs fail to meet the needs of African American parents, especially during the high school years. One reason may be the lack of awareness and sensitivity toward the needs of African American parents. Using a two-part conceptual framework informed by Hoover-Dempsey Sandler’s (1995, 1997) model of parental engagement and critical race theory, this qualitative case study examined how African American parents defined parental engagement during the high school years. This study also

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49

House, Sheldon Angell Maureen E. "Understanding educational resources and supports hearing the voices of African American high school students /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196668.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Sharon K. Litchfield, Mary M. O'Brian, W. Paul Vogt. Includes bibliographical references (leaves 171-181) and abstract. Also available in print.

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50

Crawford, Yashica Jariece. "Level of voice and self-construal among African-American middle and high school students." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024846.

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