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Dissertations / Theses on the topic 'African American studies|Higher education administration|Higher education'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

Bell, Michael Terrell. "Ascending the Ivory Tower| The Barriers to Black Leadership in Higher Education Administration." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747028.

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<p> Contemporary higher education is becoming more diversified, both in student populations and the ranks of faculty and staff. However, that same level of diversification does not extend to the upper echelon of higher education administration. The following research examines African Americans in positions of higher education administrative leadership and the obstacles that prevent advancement to those positions. The study utilizes a qualitative ethnographic approach and examines the experiences and perceptions of 10 African American leaders in higher education. Their experiences and perceptio

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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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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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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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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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Smith, Monica Paulette. "Historically Black College and University Presidents' Perceptions of Their Role in the Civic Engagement of Their Institutions and Students." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272918.

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<p> The purpose of this study was to investigate Historically Black College and University (HBCU) presidents’ perceptions of their role in preserving and promoting civic engagement at their institutions. HBCU presidents from six institutions with exemplary civic engagement initiatives responded to semi-structured interview questions. These questions were centered on identifying key factors and variables associated with how their institutions categorize civic engagement, and the degree to which civic engagement is integrated with their missions. A review of research confirmed a dearth of

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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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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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Abraham, Chacko. "How Are Nonresident African American Fathers Involved in Their Children's Academic Success?" Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618476.

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<p> The purpose of this qualitative research was to explore how self-identified academically successful students perceived their nonresident African American fathers’ involvement in their education and to determine ways to encourage paternal participation in schools. Joyce Epstein’s Six Types of Parental Involvement Typology was used as assess how the nonresident African American fathers were involved in their children’s education. The research design used for this study was a basic interpretive qualitative approach. Participants in this study were students who attend or have

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Mitchell, Melanie L. "They Want a Black Face Not a Black Voice| The Professional Experiences of African American Women Middle-Level Managers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825031.

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<p> African American women in student affairs face negative experiences as they seek to move along their career paths, including discrimination based on race and gender, tokenism, and microaggressive behavior. This qualitative interview study explored the professional experiences of 25 African American women middle level managers (MLMs) employed at four-year, predominantly White institutions across the United States. All of the participants had a desire to advance beyond their current MLM position to a senior role in student affairs. This study employed a conceptual framework combining Black F

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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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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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Surratt, David Alan. "Exploration of Perceptions Held By African American Male Student Affairs Administrators at Predominantly White Institutions Through the Conceptual Frameworks of Herzberg, Cose, and Kanter." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617187.

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<p> With institutional importance placed on diversity in higher education, considerable research has been conducted regarding the experiences of African Americans at predominantly White institutions. However, the focus has been limited regarding African American administrators in higher education (Jackson, 2004; Allen, 2000; Weems, 2003). The purpose of this study is to understand and further explore how African American Male Student Affairs Administrators (AAMSAAs) perceive their day-to-day experiences and relationships at predominantly White institutions (PWI). Using basic qualitative rese

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Roberts-Willis, Renee. "Mentoring relationships as perceived by African American women in higher-level educational administration leadership positions." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2525.

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This qualitative study examined and analyzed mentoring relationships from the personal perspectives and experiences of nine African American women in higher level educational administration leadership positions that have been mentored during their career and who currently hold or have held higher level educational administration leadership positions. The study shed light and brought forth corroboration of previous studies which highlighted that it is often difficult for African American women to attain and retain higher level educational administration leadership positions and the necessity fo

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Thomas, Kianga Rhea. "An exploratory study of factors that relate to academic success among high-achieving African American males." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618446.

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This exploratory study explored three factors -- self-efficacy, resiliency, and leadership -- that relate to academic success in African American male freshman college students. The study explored how self-efficacy, resiliency, and leadership interrelate, how a pilot group and study group differ in respect to self-efficacy, resiliency, and leadership, and how African American freshman males differ on these factors in respect to key demographic variables.;The study utilized the Student Academic Success Scale (SASS), which was an instrument developed by the researcher in a graduate course. The i

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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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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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Eastlin, Carolyn I. "Hazing within Black Greek Letter Organizations| Perceptions of BGLO Members and Higher Education Administrators." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10814967.

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<p>ABSTRACT Researchers have noted gender and racial differences regarding hazing practices within Greek-letter organizations (Parks et al., 2014). Black Greek-letter organizations focus on physical hazing practices, while their white counterparts focus on alcohol abuse and consumption (Kimbrough, 2003; Parks et al., 2014). As it pertains to gender, black Greek fraternities are more likely to participate in hazing activities, than black Greek sororities. This research has explored the perceptions of black Greek fraternity members and higher education administrators regarding anti-hazing statue

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Washington, Lane R. "Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu157795462636352.

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Curl, Sherman John. "John M. Ellison within the veil: Confronting the challenges of leadership in the age of Jim Crow." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154047.

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Johnson, George Jr. "The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/dissertations/3350.

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This study sought to understand the extent to which African-American males perceived their experiences in higher education as an impact of their persistence. With only 18 out of 40 African-American males graduating from college within six years (National Center for Public Policy and Higher Education, 2008), this study sought to explore the problem of African-American male persistence in higher education. Specifically, this study examined the difference in persistence among African-American males to determine which factors most influenced their persistence and discussed strategies to overcome t

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Wright, Gwendolyn. "Examining the Intersection of Gender, Race and Class: A Study of African American Women Presidents at Four-Year Colleges and Universities." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03182008-154800/.

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This study identified that African American women presidents have been disproportionately underrepresented in leadership positions in higher education due to a historical and contemporary system of hegemony within higher education that has limited their access to positions of power. The purpose of this study was to examine the ways in which gender, race, and class constructed as an intersectional paradigm influences the professional and personal development of African American women throughout their life experiences. Black feminist standpoint theory and critical race feminism are used as the t

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Mack, Delmar L. "Perceptions of African-american Seniors Regarding Factors of Institutional Support at Three Predominantly White Tennessee State-supported Institutions of Higher Education." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2944.

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This study of African-American seniors at East Tennessee State University, Middle Tennessee State University, and the University of Tennessee at Knoxville was conducted to solicit student responses about the perceptions of their schools, university services, and experiences at those institutions. The study employed quantitative data and descriptive analysis was performed. Data collected in this study described the demographic characteristics of the students and their perceptions, attitudes, experiences and level of involvement in the campus environment for African-American seni

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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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Smallwood, Argyle Jeanine. "Challenges African American Students Face When Adjusting to Predominantly White Institutions." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1465.

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The purpose of this case study was to explore the challenges African American students face when adjusting to predominantly White institutions and to review these institutions' diversity policies to determine whether the institutions are aligned with African American students' needs. The study was based on critical race theory to examine whether and how racial microaggressions influence racial tension at the predominantly White institutions selected for this study. The research questions were used to gauge (a) the level of comfort among African American students attending one of these predomin

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Johnson, Susan Denita. "Terms of engagement what matters to African American college student participation in educationally purposeful activities /." [Bloomington, Ind.] : Indiana University, 2007. 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:3278241.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3758. Adviser: George D. Kuh. Title from dissertation home page (viewed May 8, 2008).

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Mendoza-Williams, Jaime. "Road to success| The experiences of academically successful graduation-bound African American males." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001591.

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<p> From slavery to modern times, African American males have faced a wide range of obstacles growing up in America. This study used resiliency and self-determination theories as the lenses to understand the experiences of 21 academically successful African American males. Their stories were examined to better understand their experiences. Interview data were analyzed to extract subject matter from each interview to develop codes and themes within the participants’ experiences. Demographic questionnaires are used to enhance and supplement the individual experiences of each participant. <

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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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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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Flournoy, Khadisha. "An Investigation of the Challenges Faced By Ghanaian International Students in the American Higher Education System| A Phenomenological Multi-Case Study." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975416.

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<p> This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions g

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Starnes, Martinique. "Dreams Deferred| A Critical Narrative Analysis of African American Males in Pursuit of Higher Education." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722558.

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<p> Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; Brown & Donnor, 2011; Howard, 2008; O’Conner, Lewis, & Mueller, 2007; Osborne, 1999), as this gap has been a persistent problem for decades. However, despite more students of color gaining access to institutions of higher education, there is still a severe gap in college graduation rates (National Center for Education Statistics [NCES], 2011), with African American males being the least likely group to be found on college campuses (Dunn, 2012), and thu

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Ingram, Ted Nicholas. "From challenged to triumphant factors contributing to African American male doctoral students' persistence at predominantly White institutions /." [Bloomington, Ind.] : Indiana University, 2007. 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:3278472.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4223. Adviser: George D. Kuh. Title from dissertation home page (viewed May 20, 2008).

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Warner, Ryan C. "The Role of Racial Microaggressions, Belongingness, and Coping in African American Psychology Doctoral Students' Well-Being." Thesis, Marquette University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929372.

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<p> Research has indicated that African American undergraduate students experience racial microaggressions within their university contexts, and these experiences are associated with negative outcomes such as symptoms of depression and anxiety (Cokely, Hall-Clark, & Hicks, 2011; Nadal, 2011; Nadal, et al., 2014). Little is known about the experience of microaggressions and their effects on African American doctoral students, particularly those within the field of psychology. The purpose of this study was to investigate the relationship between racial microaggressions, sense of belonging, c

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Thomas, Brian A. "The relationship between self-concept related factors and degree aspirations of African American college students." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254728.

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<p> Notable scholars including Astin, Pascarelli, Terenzini and others have pioneered studies in psychosocial issues including self-concepts related to college students’ experience and achievement factors (Astin, 1984, 1991; Pascarella & Terenzini, 2005; Terenzini, Pascarella, & Blimling, 1996). In recent years, there has been an increase in national attention on the identification of those factors that promote educational success and related outcomes specifically for African American college students (Cokley, 2000, 2003, M. J. Cuyjet, 1997, 2006b; Harris III, Palmer, & Struv

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Harper, Jean M. "Perceptions of Factors Associated With Academic Success Among African American Students on Four Predominantly White Campuses in Northeast Tennessee." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2918.

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The purpose of this study was to investigate the relationships between the perceptions of successful African American sophomore students and their adjustment to academic success at predominantly White colleges and universities. Twenty African American sophomore females and twenty African American sophomore males from two predominantly White community colleges and two predominantly White universities participated in the study. Each subject completed a demographic survey and participated in an interview. Results indicated that both the attitudes of African America

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Wilson, Carol A. "A Portrayal of the Work Life of Tenured African-american Female Faculty Working Within Historically White, Public Institutions of Higher Education in Virginia." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2995.

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The purpose of this study was to portray the experiences of African-American tenured female faculty employed within Historically White, public institutions of higher education in Virginia. This study is a portrait of the career paths, teaching experiences, institutional experiences, community and personal activities, work life, and the future of African-Americans. The study focused on personal experiences and provided a grounded recording for other African-American female faculty members employed within comparable institutions of higher education. The interviews also addressed

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Simmonds, Robert M. "A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618310.

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The purpose of this research was an analysis of the implementation of the federally mandated undergraduate desegregation criteria. This research looked at the development of policy at the federal level, and the subsequent response by the State of Virginia and Virginia Commonwealth University.;Virginia Commonwealth University was selected for this study for two reasons: (1) Virginia Commonwealth University is located in an urban setting which has the largest black population in the state, and (2) this institution has the largest target (identified by the state) of black enrollment than any oth

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Powell, Anne-Elizabeth C. "Racial Identity Development of Transracial Adoptees During College| A Narrative Inquiry." Thesis, Azusa Pacific University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288533.

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<p> This narrative inquiry study focused on the research question: <i> How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents? </i> The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA) during the college years. Data consisted of over 35 hours of interviews conducted with five TRA college juniors and seniors using a series of three interview protocols. The first interview focused on childhood and hometown experiences, the second on life

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Hogan, Christopher James. "EXAMINING THE AFRICAN AMERICAN MALE UNDERGRADUATE STUDENTS' PERCEPTIONS OF BARRIERS AND FACTORS FOR SUCCESS." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310390628.

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Harper, Lisa M. "African American Male Community College Completion and Mode of Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/543.

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Despite innovative policy and pedagogical transformations, postsecondary achievement gaps continue to exist between African American males and other students. Low college credential completion rates by African American males have prevented an East Texas community college from meaningful participation in the President's 2020 postsecondary education attainment goal of increasing U.S. college graduates by 5 million. The purpose of this quantitative study was to investigate a hypothesized connection between the independent variable, mode of instruction, and the dependent variables, mathematics cou

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Charlton, Ralph. "The impact of organizational culture on the academic success of Historically Black College and University athletes: A case study." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618800.

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Increasing the graduation rates of student athletes is one of the more visible NCAA academic goals. Overall student-athlete graduation rates have improved significantly among many institutional members. However, Historically Black College and University (HBCU) student-athlete graduation rates lag considerably behind. Although the NCAA claims that a causal relationship exists between lack of economic resources and lower student-athlete graduation rate for HBCUs, analysis within Division I HBCUs indicates no relationship between per student academic spending and the student-athlete graduation ra

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Pinchback-Hines, Cynthia Juanesta. "From isolation to insulation| The impact of campus culture on the existence of two cultural centers." Thesis, Indiana State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589549.

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<p> This case study examined how the campus culture influences the existence of a Black cultural center and a multicultural center at a predominantly White university. A qualitative ethnography was conducted using focus group interviews, personal interviews, archival research, and anecdotal observation. The results of the study identified five themes: (a) from isolation to insulation, (b) opportunities for involvement, (c) the perception problem, (d) challenges of change, and (e) leadership commitment.</p><p> A Pinchback model of relevance for cultural centers for predominantly White campuse

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Trimble, Meridee Jean. "Non-traditional study abroad| African American collegiate women navigating service learning in Indonesia." Thesis, Hampton University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092253.

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<p> This qualitative study explored the experiences of African American collegiate women during a service learning program to the non-traditional study abroad location of Indonesia. The Integrated Model of College Choice, Human Capital Theory, and Experiential Learning Theory formulated the conceptual model and theoretical framework undergirding this research endeavor. The literature review comprised a discussion of non-traditional study abroad locations, study abroad trends of underrepresented groups, navigation of the study abroad decision process, and service learning as a study abroad opti

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Briggs, Jerryl. "The lost art of pledging within NPHC fraternities: The continuing presence of hazing during the membership intake process." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539791812.

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As one participant of my study said, "Yes, I was hazed, and following my induction, I hazed others. That's the way it is and that's the way it will always be." This is how he justified his involvement with hazing within his fraternity.;"For over seven hundred years in higher education, and over two hundred years in American higher education, some form of hazing has existed, a systematic means of indoctrinating new members of the university community through a rite of passage. It is within this culture that fraternities were started" (Kimbrough, 2003, p. 39), including African American organiza

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Li, Huiwen. "Increasing the number of African American students in undergraduate level classes of Chinese| A call to action." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109503.

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<p> Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China’s economy and international influence are expanding. For these reasons and many more the Chinese language is widely accepted as one of the major world languages. It makes sense then Chinese language classes are experiencing popularity and growth with United States undergraduates. Despite this growth, however, the enrollment of African American s

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Keesee, Gayla Spooner. "Perceived attributes and organizational support influencing course management system adopter status in Historically Black Colleges and Universities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/820.

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The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (po

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Lewis, William T. "Look through the rear view mirror African American students' reflections on the factors which influenced their success on predominately white campuses /." [Bloomington, Ind.] : Indiana University, 2008. 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:3330771.

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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration and Student Affairs, 2008.<br>Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3878. Adviser: John Bean. Title from PDF t.p. (viewed on Jul 20, 2009).

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Diabate, Dafina Blacksher. "Internationalization on HBCU Campuses and the Role of Presidential Leadership." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602297.

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<p> This study seeks to examine the role of presidential leadership in internationalization on historically Black college and university (HBCU) campuses. HBCUs comprise a small but important segment of U.S. higher education, as they are responsible for 20% of African American graduates in the country. Unfortunately, many of these institutions have yet to address the urgent need to internationalize their campus in a systematic, relevant way. This research study was conducted on the campuses of three public HBCUs working to advance internationalization. This study explores answers to the followi

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Parker, Marcia Lynne. "Learning from their Journey: Black Women in Graduate Health Professions Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/936.

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While numerous efforts have been made across different educational contexts aimed towards increasing demographic diversity in STEM education, career decision-making content related to the potential pursuit of health professions education has failed to reach all students. Thus, there is a need for a more consistent and targeted sharing of information, including from the graduate level (where students must meet detailed requirements for specific healthcare disciplines), down to the community college and high school levels where students often make life-changing career-direction decisions without

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Stewart, Rabekah. "Intercultural and Career Experiences of African American Women Midlevel Leaders at Predominately White Institutions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2177.

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African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory we

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