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Dissertations / Theses on the topic 'African American men – Education (Higher)'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Phillips, Adrienne Louise. "Keepin' it real the black male's (dis) ability to achieve in higher education /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1447Phillips/umi-uncg-1447.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 136-144).

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2

Johnson, Demetrius Pargo. "Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.

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<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested

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3

George, Terrance Christopher. "Perceptions of African-American Males on Retention: Two Focus Groups." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1086.

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The intent of this study was to identify the issues that impact the retention of African-American, Black males in college. The study was of two small focus groups comprised of African-American students of various grade classifications from a regional comprehensive university in the southeast. These focus groups were comprised of up to but no more than six students. The decision on the group size was made to allow all of the students’ ample opportunity to respond to the eight questions used in the focus groups. The student groups attended the university main campus as well as the university Sou

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4

Noesen, Cristin A. "Do you feel me? engaging African American males in an English composition classroom /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/667.

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5

Gayden, Kizuwanda Balayo. "Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4967/.

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This study identified and described the experiences of twelve African American men that influenced the choice to participate in postsecondary education. This qualitative study used a phenomenology framework to determine 1) the formation of predisposition in the college choice process, 2) the messages received about college from influential people, and 3) perception and interpretation of the importance of a college degree. The overall theme arising from the data is that the college choice process was complicated and inconsistent; however, ten of the twelve participants completed some type of

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6

Gines, Roger K. "Influencing African American males to participate in higher education : perceptions from the former members of the Boys Choir of Harlem /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974633.

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7

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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8

Respress, William. "Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2970.

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The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges

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9

Gibson, Michael A. Jr. "A Case Study on the Experiences of Black Men Participating in an African-American Male Initiative at a Post-secondary Institution." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976527.

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<p> In the United States, African-American men are dominant in the entertainment industry mainly in sports and music. However, their success in entertainment does not translate to education. Many Black men grow up not having a positive experience in education, thus they do not see its value. However, many see the value in striving after a false sense of masculinity comprised of sex, drugs, money, and crime. This research was conducted to see how effective Black male mentorship through an African-American Male Initiative could be for Black males in a post-secondary institution in providing the

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10

Terry, Clarence La Mont. "An exploration of the impact of critical math literacies and alternative schooling spaces on the identity development of high school-aged black males in South Los Angeles." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970606961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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11

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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12

Eastman, Rayshawn Lawndale. "Beyond the messages: A counter-narrative of Black men navigating college." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1512052759139359.

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13

Hargett, Temetria D. "Career vs. marriage : perceptions of professional Black women employed in higher education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458569.pdf.

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14

Scott, Lakia Maria. "The Black college experience| What does it mean to African American teens? A descriptive case study investigating student perceptions and its influence on college choice and HBCU student enrollment." Thesis, The University of North Carolina at Charlotte, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636164.

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<p> Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt & Turner, 2002; Outcalt & Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high sch

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15

Mensah, Wisdom Yaw. "“Marginal Men” and Double Consciousness: The Experiences of Sub-Saharan African Professors Teaching at a Predominantly White University in the Midwest of the United States of America." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1226514816.

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16

Williams, Michael Steven. "Exploring Sex Differences in the Relationship Between Sense of Belonging and Student Engagement for Black Collegians." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402571261.

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17

Coleman, Tiffany. "Help-Seeking Experiences of African American Men With Depression." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6315.

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Research indicated that depression is now the leading cause of disability globally. Depression and help-seeking experiences among African American men have not been adequately studied. The purpose of this phenomenological study was to explore the help-seeking experiences of African American men with depression. The theoretical framework was Andersen's Behavioral Model of Health Services. Purposive sampling was used to recruit participants. Inclusion criteria were (a) African American men, (b) aged 18 through 65, (c) having a medical diagnosis of depression or symptoms of depression, (d) not cu

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18

Freeman, Pamela Telia Barber. "Presidential profiles in higher education : perspectives from African American women /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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19

Tollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.

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African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of ide

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20

Grant, Terry Vincent. "African American Males' Perception of the Barriers in Higher Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7383.

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Individuals who earn a college degree increase their chances of stable employment and decrease their chances of committing crimes. Fewer African American males earn college degrees compared to European American, Asian American, and Hispanic American males. The purpose of this qualitative, multiple case study was to explore how barriers to education are developed, how they affect the education of African American males, and how those perceived barriers may be overcome. This study was framed by 2 theories: Steele and Aronson's stereotype threat and McClelland, Atkinson, Clark, and Lowell's achie

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21

Awopeju, Tayo B. "HIV Testing Among Young African American Men Who Have Sex With Men." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1614.

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Young African American men who have sex with men (AAMSM) are at greater risk of being infected with the human immunodeficiency virus (HIV) and less likely to seek HIV testing than are members of other demographic groups. This behavior results in a significant public health threat because young AAMSM with an unrecognized HIV infection are less likely to practice safer sex and, therefore, more likely to pass the infection on to their partners. This study is an examination of the social and personality factors that influence HIV testing rates among young AAMSM, using Aday's model of the social de

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22

Faircloth, Glenn L. "A qualitative study/counter-storytelling a counter-narrative of literacy education for African American males /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240574908.

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23

Anyaka, Sonya. "Depression and HIV Risk Among African American Men who have Sex with Men." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1185.

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African American men who have sex with men (AAMSM) are at a greater risk of contracting HIV than any other ethnic group, subpopulation, or race. Personal, environmental, and social variables can affect risk behavior. Driven by Beck's cognitive theory of depression, this quantitative study examined the relationship between depression and HIV risk behaviors in a sample of AAMSM (n = 108). Data was gathered via the Beck Depression Inventory and the HIV Risk Behavior Questionnaire. Simple and multiple linear regression analysis were conducted to analyze the data to determine the correlation betwee

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24

Ausmer, Nicole. "Redefining leadership: Examination of African American women serving as presidents in institutions of higher education." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243164670.

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25

Berry, Ruben Dean. "Athletic commodities: The African-American male student-athlete in higher education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279889.

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Most of the focus and support given to student-athletes is during the time of eligibility. After the eligibility expires, some of these athletes disconnect themselves from the athletic department and become a mere memory of the past. The myriad of unique challenges facing former student-athletes who have not graduated or retired from sports are well documented. Dexter Manley of the Washington Redskins tearfully told a U.S. Senate panel on illiteracy that despite his four years at Oklahoma State University, he had neither graduated nor learned to read. Kevin Ross, former basketball player who d

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26

Guiffrida, Douglas A. "African American college students perceptions of success at a predominantly White institution." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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27

Pollard, Gloria Joan. "The role of higher education in African-American community development : perceptions from Green Pastures /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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28

Jackson, Princess D. "A Program Committed to the Persistence of African-American Males in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9082/.

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This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodolo

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29

Jackson, Princess D. Newsom Ron. "A program committed to the persistence of African-American males in higher education." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9082.

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30

Scott, Tamekia M. "Life histories of African American women senior student affairs officers." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158967.

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<p> The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants’ recounted raced and gendered experiences during their journey to <i> becoming</i> a senior student affairs officer into their jou

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31

Mason, Gregory K. "The Role of Mentoring in Developing Future African American Community College Presidents." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930282.

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<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-cen

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32

Hussein, Hassen. "The Teacher-Student Interactions and Academic Achievement of African American and African Immigrant Males." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267844.

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<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students’ perceptions of TSI were assessed using two existing instrumen

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33

Townsend, Yvonne. "Examining Gender Differences in Persistence in Higher Education Among African American Students." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/118.

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This Study examined issues related to persistence in higher education among African American students, using the prominent model proposed by Vincent Tinto. The intentions were to examine the growing gender gap among African American students. The study examines factors from the Tinto model such as high school GPA, College GPA, college social integration and academic integration to try and explain the effects of gender among African American students. This research also attempts to elaborate the Tinto model by considering high school extracurricular activities as a pre-entry attribute that has

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34

Middleton-Hinton, Aldison. "Understanding Barriers African American Teenage Mothers face in Pursuit of Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4536.

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Researchers have found that social workers have difficulty identifying their roles in responding to the barriers African American teenage mothers face in pursuit of higher education. This action research project explored the roles social workers play in responding to the barriers African American teenage mothers face in pursuit of a college education and how social workers responded. The ecological systems theory was used to help understand this phenomenon. An action research methodology was used to collect data from 6 licensed social workers who worked with African American teenage mothers. T

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35

Fregoso, Julio. "Through the pipeline| Degree aspirations of African American and Latino males enrolled in California community colleges." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590911.

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<p> This quantitative study examined the transfer and degree aspirations of African-American and Latino males enrolled in California community colleges. Carter's (2002) theoretical and conceptual framework on the degree aspirations of African-American and Latino students was utilized to frame this study. Using secondary data from CCSSE, t-tests, factor analyses and logistic regression analyses were completed to compare the experiences of African American and Latino males and predict their transfer and degree aspirations. Findings include that self-reported data on GPA, obtaining or updating

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36

Jett, Christopher Charlie. "African American Men and College Mathematics: Gaining Access and Attaining Success." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/msit_diss/44/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from title page (Digital Archive@GSU, viewed June 25, 2010) David W. Stinson, committee chair; Joyce E. King, Brian A. Williams, Lou E. Matthews, committee members. Includes bibliographical references (p. 237-253).

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37

Moore, Chan. "Effects of Social Support on Health-Seeking Behaviors Among African-American Men Who Have Sex With Men." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4975.

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The rate of HIV/AIDS infections among African American men who have sex with men (MSM) is alarming. There has been a challenge in reducing HIV/AIDS among the African American MSM population due to internal and external factors that affect their decision making. The theory of social support and reasoned action were applied to gain knowledge on the lived experiences and perceptions of African American MSM as related to social support and seeking health care, which can help fight the heavy impact HIV/AIDS has placed on this population. Data was collected from 14 African American men who openly id

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38

Dalton, Cecil Jerome Salisbury-Glennon Jill Diane. "Disparities in the treatment of African American males as compared to other races with emphasis on educational attainment." Auburn, Ala, 2009. http://hdl.handle.net/10415/1694.

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39

Adair, Angela. "Instructors' communicator style in the college classroom: Perceptions of African American and European American students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2053.

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40

Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.

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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity

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41

Sky, Lark Taj'ullah X. "From homeschool to college| Exploring transition experiences of homeschooled African American students at Predominantly White Institutions." Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629586.

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<p> There is a gap in the research aimed at exploring the college transition experiences of homeschooled African Americans into Predominantly White Institutions (PWIs). The past research has been rudimentary, demographically limited, and anecdotal with predominantly White homeschoolers as research subjects. This qualitative study explored the transition experiences of eight homeschooled African American students into PWIs guided by Tinto's student transition theory. The study found the transition experience of homeschooled African Americans into college and university learning environments of

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42

Babers-Henry, Markeshia M. "Psychological and physical health predictors of academic achievement for African American college students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590906.

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<p> The purpose of this quantitative study was to identify psychological and physical health factors that influence African American college students' academic achievement using secondary data from the American College Health Association's National College Health Assessment (ACHA-NCHA). Using Bronfenbrenner's ecological systems theory, this study explored the influence of health variables on African American college students' academic experiences. Independent sample t-tests were used to analyze gender differences between African American female and male college students. Factor analyses and a

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43

McCline, LeeAntwann S. "Perceptions of challenges to retaining African American male graduate students in higher education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575589.pdf.

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44

Cole-Morton, Gladys S. "Experiences and Expectations of an African American Male Veteran Student in Higher Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2301.

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Since the Post-9/11 GI Bill an increasing number of veterans and military students are seeking to complete degrees online and through enrollment at campuses across the nation (Brown 2011). The increased number of military students in postsecondary education settings presents challenges and opportunities for both the veteran student and institution of higher education. Military students also referred to as veteran students are choosing to pursue postsecondary education for occupational and employment opportunities, personal growth and enrichment, and to use their Post-9/11 GI education benefits

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45

Edwards, Elaine A. "African American Student Retention in the Reserve Officer Training Corps (ROTC) Leadership Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/982.

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The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21st century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets' perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg's theory of intelligence and Woodm

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46

Brinkley, Edna. "The relationship of racial identity and gender role identity to voice representations of African American women in higher education." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3024997.

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47

Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.

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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, a

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48

Bennett, Sean T. "African American student perception of persistence in engineering at a predominantly white institution." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116308.

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<p> This study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department. </p><p> Vincent Tinto&rsqu

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49

Wright, Brenda W., Donald W. Good, and Jim Lampley. "Persistence in Learning: Expectations and Experiences of African American Students in Predominately White Universities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3001.

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This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at two predominantly White universities in the Southern Appalachian region of the United States. The participants’ described experiences revealed how institutional practices promoted or obstructed their persistence to graduation. Findings indicated a dissonance between the students’ academic, cultural, and social expectations and experiences primarily caused by unanticipated racist experiences in the classrooms, on the campuses, and in the campus communities-at-large.

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50

Ismail, Rana H. "Vitamin D Deficiency and Immune Function in African American, HIV-Infected Men." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1222.

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Vitamin D deficiency is common in individuals diagnosed with HIV and is known for its detrimental health effects. Its recognition as a potent immune-modulator with possible immune health implications in HIV disease progression was the main impetus for this study. The association between Vitamin D and CD4 count falls short of being consistent and is too weak to allow conclusions. Similarly, the literature is inconsistent with regard to the impact of Vitamin D supplementation on CD4. This observational, retrospective chart review study aimed to explore the relationship between Vitamin D deficien

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