Log in

Relevant bibliographies by topics / History of African American education / Dissertations / Theses

To see the other types of publications on this topic, follow the link: History of African American education.

Dissertations / Theses on the topic 'History of African American education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'History of African American education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Childs, David J. "The Black Church and African American Education: The African Methodist Episcopal Church Educating for Liberation, 1816-1893." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250397808.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ward, Adah Louise. "The African-American struggle for education in Columbus, Ohio: 1803-1913." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244143944.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hancock, Carole Wylie. "Honorable Soldiers, Too: An Historical Case Study of Post-Reconstruction African American Female Teachers of the Upper Ohio River Valley." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1205717826.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Greenwood-Ericksen, Adams. "LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3350.

Full text

Abstract:

Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.<br>Ph.D.<br>Department of Psychology<br>Sciences<br>Psychology PhD

APA, Harvard, Vancouver, ISO, and other styles

5

Doyle, Larry O. Sr. "Oral History of School and Community Culture of African American Students in the Segregated South, Class of 1956: A Case Study of a Successful Racially Segregated High School Before Brown Versus Board of Education." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1587045920719023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Toure, Abu Jaraad. "Towards A ‘Griotic’ Methodology: African Historiography, Identity Politics and Educational Implications." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1320631211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Fitchue, M. Anthony. "Situating the contributions of Alain Leroy Locke within the history of American Adult Education, 1920-1953 /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1179074x.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Kathleen Loughlin. Dissertation Committee: Matthais Finger. Includes bibliographical references (leaves 431-463).

APA, Harvard, Vancouver, ISO, and other styles

8

Richardson, Lina. "AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443294.

Full text

Abstract:

Urban Education<br>Ph.D.<br>The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African American history. There is a paucity of empirical studies, however, that examine how exposure to this knowledge informs students’ historical and contemporary understandings. Framed by the theory of collective memory, the purpose of this study was to investigate how two teachers’ contrasting representations of African American history shaped student’ understanding of the Black past and its relationship to the experiences of Black Americans today. To examine this, I conducted an ethnographic study at two school sites that each required students to complete a year-long course on African American history. The participants in this study were two groups of Black high school students and their respective African American history teacher. Analysis of data derived from classroom observations, student and teacher interviews and curricular artifacts (e.g., reading materials, handouts, assessments and writing samples) indicate that teachers’ representations of African American history shaped students’ understandings in distinctive ways. This study contributes to the existing literature by examining students’ interpretations of the Black experience in relation to two teachers’ competing narratives on the meaning and significance of African American history. Findings from this study suggest that we must go beyond advocating for inclusion of African American history curricula and work toward ensuring this is being taught in a way that is relevant and meaningful for students.<br>Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

9

Gillespie, Susan W. "Church, State, and School: The Education of Freedmen in Virginia, 1861-1870." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539626178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Markmann, Margaret Mary T. "Katharine Drexel: Educational Reformer and Institution Builder." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/179571.

Full text

Abstract:

History<br>Ph.D.<br>Amidst the racial animosity that characterized the nineteenth century, Katharine Drexel, the Philadelphia heiress, believed that education would be the equalizer between white and black America. Grounded in a strong sense of Catholic social justice, Drexel committed her fortune to providing educational opportunities that frequently eluded African Americans. She established a community of Roman Catholics nuns for that specific purpose. By combining their efforts to address the deficiencies in African American education, Drexel's religious congregation reflected the efforts of other nineteenth century groups of women who pooled their efforts to address social concerns of the larger American society.<br>Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

12

Rosenkrans, Amy. ""The Good Work"| Saint Frances Orphan Asylum and Saint Elizabeth's Home, Two Baltimore Orphanages for African Americans." Thesis, Notre Dame of Maryland University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271749.

Full text

Abstract:

<p> Saint Frances Orphan Asylum and Saint Elizabeth Home were institutions in post-bellum Baltimore for African American orphans. Saint Frances Orphan Asylum was founded and managed by the Oblate Sisters of Providence, the first community of women religious of African origin. The Franciscan Sisters, whose order originated in England, directed Saint Elizabeth’s Home. As Catholic institutions, the orphanages received support, albeit in differing levels, from the Archdiocese of Baltimore. This study investigated the two institutions and their place in the Catholic Church. Primary source documents from the Oblate Sisters of Providence Archive and the Franciscan Sisters of Baltimore Archive form the basis for this dissertation. An analysis of those documents, and others, reveals that race and gender were critical factors in Catholic support of the two institutions. Saint Elizabeth Home, run by a white order of nuns, received a great deal more backing, both financial and political, than did Saint Frances Orphan Asylum. Support for the Oblates and their institution varied depending upon the leadership of the church at a particular time and the personal beliefs.</p>

APA, Harvard, Vancouver, ISO, and other styles

13

Foote, Ruth Anita. ""Just as Brutal?But without All the Fanfare"| African American Students, Racism, and Defiance during the Desegregation of Southwestern Louisiana Institute, 1954-1964." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10826803.

Full text

Abstract:

<p> In 1954, Southwestern Louisiana Institute (now the University of Louisiana at Lafayette) became the first undergraduate school in the Deep South to desegregate. Its acclaim as the first, however, was promoted only because it lost as a defendant in <i>Clara Dell Constantine et al. v. Southwestern Louisiana Institute et al.</i> What occurred then, and the indignities experienced by African American students during that first decade has never been fully documented. The black experience was figuratively and literally blacked out. </p><p> African American students found themselves receiving lower grades in class than their white counterparts. Social events banned them, and school services denied access. To cope with racism, they drew strength by supporting one another, developing a grapevine, establishing their own social network, and most of all, keeping focused on their education. But not everyone was against them. Some whites risked their reputation, and became their brother’s keeper. </p><p> The four Pillars of Progress, commemorating the fiftieth anniversaries of SLI’s desegregation and <i>Brown</i> in 2004, stand today as a campus testament to that era. But what remains at odds is whether the desegregation of SLI was “without incident.” That still remains a matter of interpretation and depends on whom is being asked and who answers.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

14

Esplin, Amber. "Hannah and Priscilla: The Education of Slave Girls and Planters' Daughters in Eighteenth-Century Virginia." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Oast, Jennifer Bridges. "Educating Eighteenth-Century Black Children: The Bray Schools." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539626264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

McClure, Daniel N. "A woman of action Elma Lewis, the arts, and the politics of culture in Boston, 1950-1986 /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3359905/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Ferguson, Janice Y. "Anna Julia Cooper: A Quintessential Leader." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1420567813.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Swenson, Benjamin andrew. "Postbellum Education of African Americans: Race, Economy, Power, and the Pursuit of a System of Schooling in the Rural Virginia Counties of Surry and Gloucester." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Wheeler, Durene Imani. "Sisters in the movement: an analysis of schooling, culture, and education from 1940-1970 in three black women’s autobiographies." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086187325.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Smith, Carolyn F. "The Origin of African American Christianity in the English North American Colonies to the Rise of the Black Independent Church." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250628526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Ellis, Rex Marshall. "Presenting the past: Education, interpretation and the teaching of black history at Colonial Williamsburg." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618660.

Full text

Abstract:

The Colonial Williamsburg Foundation began in 1926. Within four years after its initial construction, the need to begin some means of presenting information to a growing population of visitors became apparent. In this study, an attempt will be made to answer the question, "How has the history of interpretation at Colonial Williamsburg influenced its teaching of black history?".;The major research question and the subsidiary questions were prompted by the recent inclusion of a black history program at the foundation. In this study, primary focus will be given to the history of interpretation at Colonial Williamsburg. An attempt will be made to assess the extent to which social, economic, political and cultural norms, within American society, affected the Foundation's decision to exclude the interpretation of black history until the late 1970's.;The major method of analysis will be done by comparing and contrasting the various decisions that were made regarding the teaching of history in Williamsburg and national trends. Focusing on ten-year increments, each period will be contrasted with the development of Colonial Williamsburg so that conclusions can be made concerning the extent to which the Foundation was affected by societal norms of the period.;Evidence for the proposed study will be primary sources found in three major areas: the Colonial Williamsburg Foundation Archives, the Rockefeller Family Archives, and interviews of current and former employees of the Foundation.

APA, Harvard, Vancouver, ISO, and other styles

22

Patterson, DeAnna Rose. "A History of Three African-American Women Who Made Important Contributions to Music Education Between 1903 and 1960." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182182858.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Butler, Aaron Jason. "A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865--1871." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618383.

Full text

Abstract:

In 2003, the Virginia Department of Education authorized a committee of 11 teachers to write a report detailing Virginia's public education history. The committee drafted a document that provided a chronological account of the major developments in public education in Virginia from 1607 to 2003. The document provided minimal coverage of the history of Virginia's African American population, specifically during the Antebellum (1830s-1860s) and Reconstruction (1865-1871) eras. The history of public education for Virginia's African American population, 1865-1870, was completely omitted from the document. The post-Civil-War era was a critical time period in both United States and Virginia educational history because it witnessed the development of the first public grammar, secondary, and higher education institutions for southern African Americans through the efforts of the federal government and Northern religious and secular organizations.;This dissertation researches the actions of the federal government, specifically the Bureau of Freedmen, Refugees, and Abandoned Lands, the work of benevolent and freedmen aid societies of the North, the actions of African Americans, and the legislative work of the Virginia General Assembly to establish a public education system for African Americans in Virginia following the American Civil War. This manuscript uses governmental reports from the commissioners and officials of the Bureau of Freedmen, Refugees, and Abandoned Lands, the minutes and records from benevolent aid societies, minutes from the Virginia Constitution Convention of 1867-1868, and a variety of primary and secondary sources to provide an account of how Virginia's African American population gained access to publicly funded education.

APA, Harvard, Vancouver, ISO, and other styles

24

Peake, Laura Ann. "The Manassas Industrial School for Colored Youth, 1894-1916." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539625943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Walker, Todd A. "Plessy Strikes Back or No Child Left Behind, and Beyond: A Study of African American Male Marginalization and Effects of Proposed Policy Prescriptions for Remedy." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354586821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Adams, Melanie Alicia. "Advocating for educational equity| African American citizens' councils in St. Louis, Missouri, from 1864 to 1927." Thesis, University of Missouri - Saint Louis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621146.

Full text

Abstract:

<p> Whether in slavery or in freedom, African Americans understood the important role education played in their quest towards citizenship. As enslaved people, they risked their lives to learn to read and write so they would be prepared when freedom came their way. As free people, they continued to strive for an education that would move them beyond their prescribed station in life. Throughout the history of African Americans, they actively pursued their educational aspirations instead of patiently waiting for them to be granted. </p><p> The research associated with educational agency before and after the Civil War provides some insight into the ways African Americans worked towards liberation. From paying for their own teachers to building their own schools, African Americans are primary players in the narrative of educational advancements in the South. These stories of agency are in direct contrast to the stories of Northern philanthropists being responsible for African American education in the Southern states. Many of these narratives of African American agency are relatively new to the field and don't take into account border states such as Missouri. </p><p> This dissertation looks at African American educational agency in St. Louis, Missouri, a city in a state that was North enough to be in the Union, but South enough to permit slavery. Because of this dichotomy of ideology, Missouri is usually left out of discussions on issues of race and education because it did not neatly fit into a geographical region. Instead of asking how and why Missouri fit into the national narrative of African American education, such questions were merely a footnote, if they were mentioned at all. </p><p> Instead of viewing the duality of Missouri's state identity as something to be ignored, this dissertation views it as a challenge to propel the story of African American educational agency in St. Louis to center stage. Starting with the creation of an African American school board in the 1860s through the construction of Vashon High School in 1927, the story of African American agency is told through the lens of the citizens' councils that were organized to advocate for educational advancement. The men who comprised the citizens' councils worked tirelessly to insure that the educational dreams of former enslaved people were realized generation after generation.</p>

APA, Harvard, Vancouver, ISO, and other styles

27

Stiegler, Morgen Leigh. "African Experience on American Shores: Influence of Native American Contact on the Development of Jazz." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1244856703.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Whitesides, Vance J. "The Large Ensemble/European Classical Music Paradigm and African American-Originated Dance-Musicking| A Dispositival Analysis of U.S. Secondary Music Education." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258865.

Full text

Abstract:

<p> This study examined the historical and contemporary debate among music educators in U.S. public secondary schools over the viability of the large ensemble paradigm—choirs, bands, orchestras—and its valorization of European classical music, versus the introduction of popular music and its attendant mode of informal learning in small groups. Using theoretical and historical concepts from the work of Michel Foucault, this study established the concern for social order in the Progressive Era, the simultaneous interest in elite European culture as a regulatory device, and the emergence of the comprehensive high school as the framework in which the large ensemble paradigm was constituted. It contrasted this paradigm with the contemporaneous proliferation of African American-originated dance-musicking, which derived its popularity, in part, as a participatory form of musicking, and which destabilized dominant constructions of class, race and gender/sexuality through its practices—above all, its integration with dancing. This genealogy of the oppositional relationship between the two types of musicking provided the foundation for a critical analysis of music education discourse, based on key 20th-century texts produced by the National Association for Music Education that defined the large ensemble paradigm and articulated its rationale. This analysis revealed that many of the beliefs, assumptions, and practices of music education as defined in the US in the first half of 20th century still constrained the debate over the use of popular music in secondary schools in the 21st century by inhibiting a full appreciation of the kinesthetics of African American-originated dance-musicking. </p>

APA, Harvard, Vancouver, ISO, and other styles

29

Seay, Nancy Parker. "Elderly African American Clergywomen as Community and Educational Resources." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262958506.

Full text

Abstract:

Thesis (M.Ed.)--University of Toledo, 2009.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Educational Theory and Social Foundations." "A thesis entitled"--at head of title. Bibliography: leaves 97-104.

APA, Harvard, Vancouver, ISO, and other styles

30

Boykin, Keyna Kirklen Cobb. "Black Degrees Matter| A Phenomenological Study of Southern Californians with HBCU Bachelors' and Mainstream Institutional Graduate Degrees in California." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283861.

Full text

Abstract:

<p> Historically Black Colleges and Universities (HBCUs) were established with the main objective of identifying and empowering people of African descent. Over the years, these institutions have grown, enrolling 16% of Black high school graduates and during graduation, almost 20% of African-American graduates. Using a qualitative study design, the main goal of this study was to identify the effectiveness of HBCUs’ ability to serve the interests and needs of African-American students who chose to attend and graduate from HBCUs as undergraduate students then attend and graduate from graduate schools at predominantly White institutions (PWIs.) This study inquired about focusing on the factors influencing how undergraduate students make decisions on which college to attend, what factors influence their career selection, and the impact the university experience has on future careers and overall college experience. Data was gathered from African-American HBCU graduates who then attended and graduated from PWIs in California. Interviews and online surveys were conducted with participants to collect in-depth responses regarding their experiences, views, beliefs, and motivations. The sample comprised 100 respondents out of an original 200 who were selected. The study showed that many participants attended their chosen colleges because they preferred to associate with people who shared origins like their own. Family and friends were found to be influential in college selection and educational background influenced the types of careers study participants pursued after graduation from college. Implications for future research are discussed.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

31

Darnell, Carl. "Sharecropping in Higher Education| Case Study of the Florida Agricultural and Mechanical University - Florida State University Joint College of Engineering." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680544.

Full text

Abstract:

<p> Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University – Florida State University partnership was formed, explores the partnership’s development over time, and examines differences between the mission and practices of the joint venture from FAMU’s perspective.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

32

Nasella, Melisa Kate. "Desegregating Boston's Schools: Episode 1." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539626376.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Soares, Leigh Alexandra. "A Bold Promise: Black Readjusters and the Founding of Virginia State University." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539626691.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Newell, William. "“Way Down Upon the Suwanee River”: Examining the Inclusion of Black History in Florida’s Curriculum Standards." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6549.

Full text

Abstract:

As education focuses increasingly on standards based assessment, social studies must be examined for its integration of Black History in the United States History curriculum. Using a Critical Race Theory lens, this directed content analysis attempts to examine the Florida Standards for United States History to determine if and how Black History is integrated into United States History courses. The study also makes use of Banks’ (1994) “levels of integration” to explore the degree to which this is accomplished. In addition, lesson plans created and/or endorsed by the state of Florida are analyzed for their inclusion of Black History. Data and analysis from this study demonstrate that while Black History is integrated to varying degrees across the K-12 United States History Florida Standards, the “levels of integration” (Banks, 1994) and topics covered do not offer a complete historical narrative. Similarly, while the lesson plans approved by the state of Florida often reflect a higher “level of integration” (Banks, 1994) and historical understanding, the limited topics of slavery and the Civil Rights Movement prevent students from seeing the development of Black History across the continuum of United States History. Further, the findings suggest that standards should be developed that directly address the role race and racism play in the development of the United States. These findings can be useful to both administrators and teachers looking to develop standards which help form an accurate historical understanding of the development of the United States. The study recommends that United States History courses and state standards in United States History focus on the role racism has played in developing the United States, include the voices of people of color, and focus on social justice in the United States History curriculum

APA, Harvard, Vancouver, ISO, and other styles

35

Robinson, Alicia M. "ACADEMICALLY SUCCESSFUL AFRICAN AMERICAN WOMEN: AN EXAMINATION OF MOTIVATION AND CONTEXTUAL INFLUENCES." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460632660.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Bouyer, Anthony L. "African American Males’ Ideas about School Success: A Research Study." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1502211217825789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Smith, Neville Benjamin. "The history of vocational education's role in educating the disadvantaged, 1800s to 1963." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/27988.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Mogan, Thomas Andrew. "The Limits to Catholic Racial Liberalism: The Villanova Encounter with Race, 1940-1985." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216556.

Full text

Abstract:

History<br>Ph.D.<br>This dissertation examines the process of desegregation on the campus of a Catholic university in the North. Focusing on Villanova University during the period from 1940-1985, the narrative explores the tension between the University's public commitment to desegregation and the difficulties of implementing integration on a predominately white campus. Through oral histories, newspaper accounts (especially the student newspaper), University committee meeting minutes, administrators' personal correspondence, and other internal documents, I examine how Villanova students and administrators thought about and experienced desegregation differently according to their race. In examining the process of desegregation, this dissertation makes two arguments. The first argument concerns the rise and fall of Catholic racial liberalism. In early post-World War II era, Catholic racial liberalism at Villanova was consolidated when the philosophy of Catholic interracialism combined with the emerging postwar racial liberalism. This ideology promoted the ideals of an equitable society where everyone had equal rights but it did so with a specific appeal to Christian morality. Catholic racial liberalism held that segregation, let alone racism and discrimination, was a sin. Therefore, Catholic racial liberals possessed an unshakeable faith in the ideal of integration. Throughout the 1950s and 1960s, Villanova adhered to the ideal of integration as the number of African American students increased. Indeed, a consensus of Catholic racial liberalism prevailed on campus. As the civil rights movement began to demand more of white Americans throughout the 1960s, the consensus of Catholic racial liberalism began to weaken as white Villanovans expressed racial anxieties. In the late 1960s, when black Villanova students adopted a position of Black Power and threatened to change the campus culture, the orthodoxy of Catholic racial liberalism was shattered. At Villanova, the 1970s were marked by the struggle to increase minority enrollment. These efforts represented a last desperate attempt by racial liberals to keep alive the civil rights movement's promise of integration. Finally, during the 1980s, as affirmative action programs based on race in higher education came under fire, Catholic racial liberalism was replaced by the ideology of diversity. Therefore, I argue that the rise and fall of Catholic racial liberalism on Villanova's campus demonstrated both the possibilities and the limits to this philosophy. Second, I argue that, despite Villanova's adoption of Catholic racial liberalism, meaningful integration proved elusive. The administration's inconsistent efforts to recruit and to include African American students on campus demonstrated that they were unwilling to transform the campus culture to further the goals of the black freedom movement. Indeed, most white Villanovans, students and administrators, expected African Americans to simply be grateful for the chance to be at Villanova. This, of course, left black students on a campus that was desegregated but integrated in only the thinnest and least meaningful sense of the word. Integration is more than the absence of segregation, yet throughout the period of this study most black Villanova students continued to feel the sting of segregation on campus. In place of integration, Villanova University adopted a paradigm of "acceptance without inclusion" with regard to African American students on campus. In tracing the limits to Catholic racial liberalism and the failure of integration, this research highlights the experiences of historical actors who have not appeared in the previous studies of Catholic higher education - black students. The investigation of the experiences of African American Villanova students reveals a story about race and Catholic higher education that moves the focus away from abstract commitments to racial equality and places it on the men and women who experienced the disparity between public pronouncements and day-to-day practice. To be sure, black Villanova students were not simply pawns in the social drama of desegregation. As such, the narrative examines how black Villanova students, by their presence and their activism, challenged the racial status quo and how white Villanova students and administrators responded to these challenges.<br>Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

39

Heq-m-Ta, Heru Setepenra. "Ankh, Ujda, Seneb (Life, Strength, Health): “Let Food Be Thy Medicine,” An Epistemic Examination on the Genealogy of the Africana Holistic Health Tradition, with Preliminary Considerations in the City of Philadelphia, 1967 to the Present." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/411568.

Full text

Abstract:

African American Studies<br>Ph.D.<br>The utilization of natural elements of the earth to remedy corporeal maladies dates back to the medical systems of ancient Nile Valley culture. Given the continuity and intergenerational transmission of knowledge evident in African expressions of culture, these olden naturalistic health techniques, throughout time, have continuously been used as therapeutic modalities by posterior African cultures—both continental and Diasporic. Due to its tripartite approach to healing—of mind, body and spirit— this age-old African healing tradition has gained popularity in contemporary times and is commonly known today as the locution: holistic health. The principal objective of this intellectual project is to reveal an unbroken genealogy of a thriving Africana holistic health tradition upheld by both advocates and practitioners in the field. Notwithstanding the current state of health of Africans residing in the United States, the praxis of these ancient healing customs is extant within communities which the population is predominately African. Through considering the publication of How to Eat to Live in 1967, this study articulates a resurgence among contemporary African healers of an olden healing tradition once customary on the banks of the Nile. The proposed outlook of this work to highlight the various means of alternative health available by and for African descendants that ultimately serves as a catalyst to take matters of health into our own hands.<br>Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

40

Dickey, Chandra. "Bridges Not Pedestals: Purpose, Reactions, and Benefits of Three Black Liberal Arts Institutions in Atlanta, 1880s-1920s." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/873.

Full text

Abstract:

By the late nineteenth century, white northern missionary societies established a variety of higher education institutions with the premise of educating African Americans. In Atlanta, three of these institutions, Spelman College, Morehouse College, and Atlanta University, were heralded—by the aforementioned missionary societies and by some African Americans across the country—for their liberal arts curriculums. The often white founders believed the colleges were assimilatory institutions, hoping black students would lead their own communities, but did not believe blacks would become political or social leaders in greater society. In comparison, African American founders desired eventual control over the institutions, and wanted graduates—and the larger black community—to be treated as citizens with the same rights as whites. Additionally, African American organizations outside of the schools were concerned with securing black safety, socio-economic stability, and education. Thus, instead of being the assimilatory institutions their white founders desired, the colleges were integral to improving the social, political, and economic status of African Americans. However, unlike African Americans outside of the institutions, the schools did not operate under a specific political agenda, and the desires of the institution’s white founders and the African American community surrounding the schools often conflicted.

APA, Harvard, Vancouver, ISO, and other styles

41

Brown, Linda Bigger. "Schooling for blacks in Henrico County, Virginia 1870-1933 : with an emphasis on the contributions of Miss Virginia Estelle Randolph /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115016/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.

Full text

Abstract:

A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teacher expectations, and determine the relationship between those expectations and student Criterion Referenced Competency Test (CRCT) scores. Nineteen middle school teachers volunteered to take the Regalla Adaptive Teachers' Expectation Survey, which quantified teachers' expectations for student achievement using items rated on a 5-point Likert scale (5 = strongly agree with high expectation statement). Pedagogy was examined through 12 classroom observations and archival data provided CRCT scores for 650 African American students. Based on survey results, the mean score for teacher expectations was 4.47 out of 5.00. Observations established that 8 out of 12 teachers were rated proficient in terms of instructional plans. Correlation analysis determined a significant and direct relationship between teachers' expectation scores and middle school students' scores on the CRCT (p < .05). The results highlight the importance of teacher expectations for student achievement. The implications for social change include using the findings at the local site to communicate to teachers the importance of having high expectations for all students to improve the achievement levels of all middle school students and close the achievement gap.

APA, Harvard, Vancouver, ISO, and other styles

43

Chambers, Cheyenne. "“The Path of Most Resistance” The Legal History of Brown v. Board of Education and its Rigid Journey From Topeka, Kansas to Cleveland, Ohio." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307486060.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Stevens, Robin Colette. "The Uncertainties of Life in Canada: A Comparison of the African American Communities at Wilberforce and Buxton in Ontario, Canada from 1820-1872." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149071014775098.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Salih, Suweeyah S. "African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Dubose, Lisa E. "Experiences in the Leadership Advancement of African American Women." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Solomon, Author Edward. "African American Male Veterans' Perceptions Regarding Factors That Influence Community College Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7898.

Full text

Abstract:

African American, male, veteran (AAMV) students are not completing their degrees at a local community college. The purpose of this qualitative research study was to examine veteran student perspectives regarding factors that influence community college completion to better understand their unique needs as veteran students. The conceptual framework was Bean and Metzner's model of nontraditional student attrition. The Schlossberg situation, self, support, and strategies transition model served as a foundation to examine each veteran student's personal experience of navigating available community college services to reach their educational goals. Data were collected from interviews with 10 AAMV students. Interview transcripts were coded, and an inductive data analysis was used to develop the study findings and identify emerging themes. The findings highlight veteran student service progress, identify challenges, and make recommendations for an overview of the key results of the data analysis. The project was an executive summary that addresses the experience of AAMV community college students who are not completing their degrees based on the data analysis of the research. The findings of this study may influence social change by helping veterans have a better understanding of resources and support that are needed to assist them in completing their community college degree. The results also provide information that may assist academic leaders in identifying ways to support AAMV students successfully complete their community college degrees.

APA, Harvard, Vancouver, ISO, and other styles

48

Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Ashford, Shetay Nicole. "Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6171.

Full text

Abstract:

The purpose of this life history qualitative study was to explore the Counter-Life Herstories of African American women faculty in U.S. Computing Education. Counter-Life Herstories are derived from Counterstories, life histories, and herstories as powerful social justice tools to uncover hidden truths about marginalized groups’ experiences. Through the collection of timelines, counter-life story interviews, and reflective journal writings, I co-constructed and interpreted the Counter-Life Herstories of five participants using an integrative conceptual framework that included critical race theory and Black feminist thought as interpretive frameworks, and Afrocentric feminist epistemology to govern my knowledge validation process. As an emerging African American woman scholar, with a Bachelor’s degree in Computer Science, I have a “unique angle of vision” to situate African American women’s distinctive educational experiences in the social-political context of U.S. Computing Education. In this study, I build upon limited knowledge about African American women’s experiences throughout U.S. Computing Education. My discoveries indicated unequivocally that my participants’ persistence in U.S. Computing Education was not solely based on their early positive reinforcements or strong academic preparation, but their resilience and ability to bounce back from insurmountable barriers, such as negative stereotypes and biases. This inquiry directly supports the U.S.’ national interest to diversify the Computing workforce, while revealing hidden truths about African American women’s experiences in U.S. Computing Education.

APA, Harvard, Vancouver, ISO, and other styles

50

Knapp, Kathryn Anderson. ""True to me"| Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618880.

Full text

Abstract:

<p> This qualitative study addressed the problem of students' lack of trust of and interest in U.S. history and focused on students' experiences with official and unofficial versions of history in the middle school social studies classroom. A collective case study of five African American students was conducted in an eighth grade classroom at Carroll Academy, a public, urban charter school in Ohio. Interviews, questionnaires, observations, artifacts, and logs were collected and analyzed with a critical, interpretivist lens. </p><p> The findings included: (a) the students were suspicious of the official historical story in the form of their textbook and teacher; (b) they shared similar rationales for the perceived motivations behind the dishonest accounts in their textbooks, and the rationales changed in similar ways throughout the course of the project; (c) although they had limited experience with unofficial history before the project, they preferred to use unofficial historical sources with the condition that one eventually corroborates accounts with official sources; (d) the experience of studying family histories created race-related instances of contradiction between unofficial and official accounts in the classroom, and (e) students developed productive forms of resistance to the grand narrative in U.S. history by the end of the study. </p><p> The findings of the study offer implications for teachers of social studies. By using family history projects, teachers can engage students while helping them learn critical and historical thinking skills. They can provide a more inclusive social studies curriculum and can better understand their students' backgrounds and historical knowledge.</p>

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!