Dissertations / Theses: 'American academy'

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McDuffie, Kay Frances Ward Crumpler Thomas P. "Private schooling research examination of a christian academy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390285861&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203093443&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Adel T. Al-Bataineh, Carol Camp Yeakey, Mary Murray Autry. Includes bibliographical references (leaves 159-176) and abstract. Also available in print.

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Barrett, Tamara. "Konaway Nika Tillicum Native American Youth Academy: Cultural Identity, Self-Esteem, and Academic Optimism." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7685.

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Through using a Positive Youth Development framework and culturally based education program, Konaway Nikka Tillicum Native American Youth Academy aspires to mentor and prepare Native youth through high school and on to higher education. This collaborative research partnership investigated cultural identity, self-esteem, and academic optimism of Native American youth attending the academy. The results of this program evaluation found that cultural identity, self-esteem, and academic optimism were all closely related to each other as well as that they increased significantly when measured before and after the academy. GPA was found to not be predictive of cultural identity, self-esteem, or academic optimism prior to students attending the academy. Lastly, the relationship between cultural identity and academic optimism appeared to be explained through the indirect effect of self-esteem. The results suggest that culturally based education and positive youth development programs such as Konaway are efficacious in increasing protective factors among Native American youth.

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Blackwelder, Reid B. "The Role of the American Academy of Family Physicians in Supporting Breastfeeding." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6907.

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Marinos, Dyan. "Activism in the Academy: Predicting engagement among African American Students Attending HWCUs." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin152240007446444.

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Sanftleben, Kurt Allen. "A different drum: The forgotten tradition of the military academy in American education." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618302.

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The purpose of this study was to investigate little known and often neglected category of American education, the articulated military school and junior college.;Kemper Military School and College was chosen as the representative institution studied for several reasons: it has remained in almost continuous operation since its founding in 1844 at the height of the academy movement; it specialized as a military school in 1885 when the popularity of general academies began to wane; during the 1920s, it seized upon the rapid growth of the early junior college movement to expand in size and scope; and it was subsequently recognized by the American Council on Education for its attempts to integrate secondary and junior college studies.;It was hypothesized that although traditional academies had all but vanished and public community colleges had diverted significantly from the original junior college purpose, the articulated military school and junior college could have maintained a fidelity to the original missions of both. If this were true, then these schools would exhibit strong ties to their nineteenth century academy foundations, a demonstrated commitment to the original junior college philosophy, and a visible entwining of the secondary school and junior college.;Three overlapping qualitative techniques--documentary review, field observation, and personal interview--were used to conduct the study. Resulting field notes, interview transcripts, and documentary evidence were then melded to provide a comprehensive historical analysis and an answer to the research question.;It was concluded that not only had the articulated military school and college maintained a fidelity to the original academy and junior college philosophies, but that these philosophies well serve current constituents. Such a finding suggests that other unique or forgotten institutions, ignored by researchers in favor of more current or fashionable models, might be every bit as enlightening and worthy of study as those of the educational mainstream.

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Anekwe, Obiora Nnamdi. "Satisfaction matters a comparative study of African American students in education programs within the academy /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/ANEKWE_OBIORA_41.pdf.

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Riley, Tunisia L. "From the academy to the streets : documenting the healing power of black feminist creative expression." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002935.

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Peters, April Lynette. "A case study of an African American female principal participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060955233.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center

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Alsina, Francisco J. "An analysis of Hispanic Midshipmen success at the United States Naval Academy." Thesis, access online version, LEAD access online version, DTIC, 2005. http://handle.dtic.mil/100.2/ADA435453.

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Thesis (M.S.)--Naval Postgraduate School, 2005.
"June, 2005." Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis Includes bibliographical references (p. 115-119). Full text available online from DTIC and USNA LEAD theses database.

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Reini, Eric W. "EXAMINING DIFFERENT SCHOOL STRUCTURES’ EFFECT ON REDUCING THE ACHIEVEMENT GAP BETWEEN AFRICAN-AMERICAN AND WHITE STUDENTS." Cedarville University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1083849558.

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Walker, Carlos L. "A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School vs a Single Gender Academy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703389/.

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A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The single-gender school had 100% of the African American males in its first graduating class during the 2017-2018 school year were accepted into college.

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Vanhook, Patricia M., Jordon Bosse, Margaret Flinter, Lusine Poghosyan, Lynne Dunphy, and Debra Barksdale. "The American Academy of Nursing on Policy Emerging Role of Baccalaureate Registered Nurses in Primary Care." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7413.

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Increased access to health insurance and health care, increased complexity of patients in our aging society, and challenges in primary care team staffing are among many current challenges to providing high quality, effective, and satisfying care to all patients. At the same time, the team is expected to attend to the equally important need for prevention, health promotion, and care coordination and management of the population at large. The demand to manage multiple, comorbid complex chronic illnesses are overwhelming the primary care system and causing waits, delays, and a shifts toward receiving primary care in inappropriate settings such as the emergency room (ER). Solutions cannot be limited to producing more physicians, nurse practitioners (NPs), and physician's assistants (PAs) as primary care providers, but rather in looking at all members of the primary care team and ensuring that each member is contributing at their highest level based on education, training, and licensure/certification. One professional, the registered nurse with a Bachelor of Science in Nursing (BSN-RN), has traditionally been underutilized as a core member of the primary care team. Supporting BSN-RN practice as a key member of the primary care interprofessional team is a strategy that will help meet the needs of our patients. BSN-RNs have the knowledge, skills, and abilities to assume critical roles in prevention, health promotion, management of acute and episodic illness, chronic illness management, transition management, and complex care management and coordination, as well as supporting the work of the entire interprofessional team (Josiah Macy, Jr. Foundation, 2016; American Academy of Ambulatory Care Nursing ([AAACN], 201). Transforming the role of the BSN-RN in primary care requires the coordinated responses of policy makers, academic institutions, accrediting bodies, primary health care providers and other primary care team members. In 2015, the Health Resources and Services Administration (HRSA) provided financial support (HRSA-16-066) to nine universities to develop educational models that provide BSN students to gain more clinical experience in community settings (HRSA, 2015). In late 2017, building on those successes, HRSA initiated a new funding initiative (HRSA-18-012) and called for proposals addressing strategies focused on recruiting both current and future nurses to practice careers in primary care, utilizing their full scope of practice as a member of primary care teams (HRSA, 2017). Fundamental learning from these projects demonstrated that BSN-RNs are an essential component for quality care. Therefore, policies which impede primary care organizations from investing in the BSN-RN as a core member of the primary care team must be addressed.

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Glover, Wandalyn Fanchon. "Navigating the academy: The career advancement of Black and White women full-time faculty." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539618637.

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The recruitment, retention, and promotion of Black women in the academy continue to be a challenge even after numerous policies and programs to rectify historical and social injustices in American society. This study utilized a womanist lens as a framework to conceptualize the interlocking impact of race and gender on the experiences of Black women in higher education. Utilizing a quantitative design, the primary source for the study included data gathered from the National Study of Postsecondary Faculty conducted by the National Center of Education Statistics (NCES) in survey cycles of 1993, 1999, and 2004. The researcher examined the pace at which Black women full-time faculty have advanced during this period compared to White women full-time faculty.;The results of this study revealed very little difference between the two populations in degree attainment, institution type, age, salary, discipline, workload, productivity, and job satisfaction. The greatest differences were found in marital status and perceptions of fairness. The findings from this study contradict the literature that paints a picture of objective inequality, but leave room for further study based upon the uniqueness of the Black woman's experience when placed in the context of race, gender, and class. It is possible that objective equality of status comes at personal sacrifice that the researcher did not measure or assess. The researcher suggests the study be expanded to include a qualitative segment, which would provide a more holistic picture of the Black woman faculty member.

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Bartholomy, Jonathan. "Disability Studies is Absolutely Essential in a World Engulfed by Technology and Medicalization." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276875377.

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Jackson, James Talmadge Maddox Mario Renara. "The role of the Broadened Opportunity for Officer Selection and Training (BOOST) program in supporting the Navy's minority accession policies." Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA241649.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Eitelberg, Mark J. Second Reader: Roberts, Benjamin J. "December 1990." Description based on title screen as viewed on March 30, 2010. DTIC Identifier(s): Naval Planning, Naval Training, BOOST Project, Theses. Author(s) subject terms: Broadened Opportunity for Officer Selection and Training, BOOST, Minority, Affirmative Action, Black, Hispanic, NROTC, Naval Academy, Naval Academy Prep School, NAPS. Includes bibliographical references (p. 69-78). Also available in print.

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Martinez, Katynka Zazueta. "The "Latin Explosion," media audiences, and the marketing of Latino panethnicity : Latina Magazine and the Latin Grammys in a Post-Selena América /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112195.

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Shockley, Muriel Elizabeth. "I'll Choose Which Hill I'm Going to Die on: African American Women Scholar-Activists in the White Academy." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370378305.

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Erickson, Susan Jean. "The nature of cultural Christianity in Swedish-American Lutheranism." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1061.

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Burley, Velva D. "A model that bridges the gap between the academy and church in the Ashland Theological Seminary Black church studies doctor of ministry program at the McCreary Center for African American Religious Studies, Cleveland, Ohio." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p028-0246.

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Alvim, Henrique de Godoy. "Living Christianly Among Strangers: The Educational, Civic, and Theological Practice of "Being the Church" in the Post-Secular American Academy." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416441403.

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Romaneski, Jonathan. "Importing Napoleon: Engineering the American Military Nation, 1814-1821." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149244658201799.

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Roberts, Glen F. "Image Restoration Theory: An Empirical Study of Corporate Apology Tactics Employed by the U.S. Air Force Academy." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001556.

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Lauzon, Béatrice. "Usefulness of the 1998 American academy of pediatrics recommendations to screen children and adolescents for raised blood low density lipoprotein-cholesterol levels." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=80313.

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The American Academy of Pediatrics recommends that children and adolescents with a family history of premature cardiovascular disease (CVD) and/or parental total cholesterol (TC) ≥6.2 mmol/L be screened for hypercholesterolemia. Questionnaires (from children and parents), clinical and blood sample data were collected in a provincially representative sample of 9-, 13-, and 16-year-olds (n = 2217) in Quebec to evaluate the usefulness of parental history (PH) of CVD and/or parental hypercholesterolemia to screen youth for raised low density lipoprotein cholesterol (LDL-C). Mean bias assessed by an external laboratory gold standard ranged from 1.0% to 2.1%, -0.4% to 5.1%, and -1.4% to 0.1% according to TC, triglyceride, and high density lipoprotein cholesterol tertiles. LDL-C was calculated using the Friedewald equation. Positive PH was defined as one/both biological parents diagnosed with a high cholesterol level, and/or taking cholesterol-lowering medication, and/or ever having had a heart attack, angina, stroke, cerebral vascular disease, peripheral vascular disease, and/or taking medication 'for the heart'. Performance statistics were calculated to determine the usefulness of PH in predicting borderline/high LDL-C (LDL-C ≥2.8 mmol/L) and high LDL-C (LDL-C ≥3.4 mmo1/L). 18.3% and 4.8% of subjects had borderline/high LDL-C and high LDL-C; positive predictive value (PPV) was 23.7% and 7.7%, respectively. Therefore PPVs were only marginally higher than the corresponding population prevalences and likelihood ratios were respectively 1.38 and 1.63: close to 1.00. In conclusion, PH offers little improvement over random screening.

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Harris, Jennifer. ""You will be listened to this time" : the Seattle Urban Academy and the struggle to create a school-community partnership, 1968-1971 /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7599.

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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Cirelli, Gary. "Building the Absent Argument: The Impact of Anti-Communism on the Development of Marxist Historical Analysis within the Historical Profession of the United States, 1940-1960." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269010815.

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Howell, Patricia Marley. "The Relationship of Preschool Children's Television Viewing, Food/Brand Recognition/Recall, Weight Classification, and Parent's Knowledge of American Academy of Pediatrics' Recommendations of Daily Television Viewing." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/86.

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The prevention of childhood obesity during the formative years is necessary because dietary patterns influenced by parents are developed early. A major obstacle to healthy feeding patterns in children is television advertising. The study tested three hypotheses. 1) Preschool children ages two to five years who watch more television are able to recognize/recall more food brands than those who view less television. 2) An increase in food brand recognition/recall in preschool children is associated with an overweight classification based on calculated Body Mass Index. 3) Children of parents who are unaware of the American Academy of Pediatrics (AAP) recommendations for television viewing per day in preschool children will exceed the recommended daily viewing time of two hours. Twenty-nine preschool children were assessed on their ability to match food brand logos with correct foods and identify specific brands from recall. Weight and\ height were measured to calculate their Body Mass Index-for age. Twenty-eight parents were asked to complete a validated survey and a one-week television diary. The results showed statistically significant differences in identifying food brands between children who had lower exposure to television (6.8±.5; 95% CI 5.95-7.55) compared to higher exposure (10.3±1.0; 95% CI 9.25-11.42). This effect was not significantly correlated with overweight status (n=5). No significant correlations were found between parent's knowledge of AAP recommendations and children's exposure to television. Impact of television advertisements on preschool children's response to food/brand logos due to daily exposure to advertising is still of critical interest and worthy of further exploration.

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Simon, Marsha. "Examining Teacher Identity and Prospective Efficacy Beliefs Among Students Enrolled in a Precollegiate Urban Teaching Academy (UTA)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4223.

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Teacher recruitment and retention challenges facing urban school contexts provided the impetus for this study. High percentages of historically marginalized students, plagued by high poverty rates and low academic performance, as well as substandard facilities and inadequate material resources, serve as causative factors inhibiting recruitment and retention of credentialed teachers in urban schools (Education Commission of the States [ECS], 1999; Guarino et al., 2006; Horng, 2009; USDOE, 2003; 2004; Wirt et al, 2004). Schools and districts attempt to meet chronic teacher shortages in hard-to-staff urban schools by creating innovative teacher preparation schemes, such as the Urban Teaching Academy (UTA). This study focuses on teacher identity formation and prospective efficacy beliefs among a group of students enrolled in UTA. The research questions were examined using interpretive phenomenological inquiry (Smith, Flowers, & Larkin, 2009) through case study methodology (Yin, 2009). Findings show that the precollegiate student teachers in this study made meaning primarily from a student perspective, thus adhering to prototypical images of teaching characterized by identity markers. Salient components of definitions of teacher identity for precollegiate student teachers are Self and Care. Less relevant components for precollegiate student teachers were Emotion and Context. These components appear most influenced by the temporal distance between the precollegiate Urban Teaching Academy and actual teaching experiences during internship/practicum and subsequent teaching in a professional capacity, suggesting a need to determine whether it is possible for precollegiate student teachers to meet the emotional and contextual demands of teaching at such an early stage. Additionally, this study proposes to extend on the teacher efficacy construct by offering a model for prospective efficacy as it pertains to individuals in teacher preparation at the precollegiate and preservice levels. This model contends that beginning with the self as influenced by personal, social, cultural, historical and political knowledge sources, precollegiate student teachers begin to develop an epistemological stance towards teaching. Over time, precollegiate student teachers build identity capital grounded in the skills, knowledge and dispositions gained through access to varied knowledge sources, which develop as precollegiate student teachers learn theoretical principals of teaching, obtain and learn from performance information, and combine the theory and practice into an epistemological framework that provides impetus for ongoing synergy between theoretical and practical experiences. The broader the base of identity capital from which the precollegiate student teacher draws, the greater the likelihood that she will develop prospective efficacy, or the belief that she will be capable of fulfilling teaching roles and responsibilities in the future. This study informs the literature on precollegiate and preservice teacher identity and extends the literature on teacher efficacy.

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Johnson, Earl E. "A Response Letter to the McCreery et al (2016) Article “Stability of Audiometric Thresholds for Children with Hearing Aids Applying the American Academy of Audiology Pediatric Amplification Guideline: Implications for Safety." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.3766/jaaa.16048.

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Robison, Jennaya Jorie. "Choral Pivoting Solutions for Tessitura-Related Vocal Fatigue in Frank Martin's Messe pour double choeur a cappella." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293589.

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The purpose of this study is to investigate the management of tessitura in the choir though the use of choral pivoting in Frank Martin's Messe pour double choeur a cappella (1922), since the ranges of a vast number of choral works extend beyond the limits of what the American Academy of Teacher's of Singing have deemed "best" and "safest." According to the American Academy of Teachers of Singing, many great teachers of singing hesitate to allow their "pupils to participate in choral singing because experience has proven that, due to the unusually high tessituras dominating the arrangements of many choral works, harm is done to the voice. "This study includes an in-depth summary of the anatomy and physiology of the vocal mechanism in specific registers and the potential for harm, vocal strain, or vocal fatigue when singers must sing in an extremely high or low tessitura for an extended amount of time. Three methods of vocal pivoting are examined and explanations given as to how choral pivoting may be applied in Messe pour double choeur a cappella.

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Long, Nathan Andrew. "The Origins, Early Developments, and Present-Day Impact of the Junior Reserve Officers’ Training Corps on the American Public Schools." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053619042.

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Heinrich, Jessica Nadine [Verfasser], Olaf [Gutachter] Oldenburg, and Andrea [Gutachter] Koch. "Auswirkungen neuer Analyseempfehlungen der American Academy of Sleep Medicine von Apnoen und Hypopnoen zur Graduierung einer nächtlichen Cheyne-Stokes Atmung bei Patienten mit Herzinsuffizienz / Jessica Nadine Heinrich. Gutachter: Olaf Oldenburg ; Andrea Koch." Bochum : Ruhr-Universität Bochum, 2016. http://d-nb.info/1102524832/34.

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Kent, Michelle. "Investigating the Economic Impact of Mandatory Electronic Prescribing Requirements in the United States." University of the Western Cape, 2017. http://hdl.handle.net/11394/6400.

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Magister Scientiae - MSc (Pharmacy Administration and Policy Regulation)
Technological advancements applied to healthcare may holistically improve the economic burden of prescription medication costs. United States legislative actions requiring utilization of electronic prescribing (e-prescribing) will drive provider utilization to decrease healthcare spending. Federal and state e-prescribe requirements have been met with resistance by the prescribing community, due to claims that the requirements create an economic burden for them. This research intends to demonstrate the long-term economic value of electronic prescribing regulations across the healthcare spectrum.

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

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

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Owens, Jossie Etta. "Parkside Christian Academy: a different choice." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33532.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to discover why African-American parents, traditionally supportive of public school education, are seeking private schooling for their children in growing numbers. In particular, this study addressed the question of "What are the factors, variables, or conditions that contribute to African-American parents selecting Parkside Christian Academy as their school of choice?" Both qualitative and quantitative methods were used to find out how and why African-American parents select schools for their children. The findings of this study suggest that parents make choices regarding their children's early elementary school years many times based on the parents' own personal school experiences. As a result ofthe interviews and the survey, a new model called the Parent Concern Model was created. This model has ten dimensions that correspond to factors that might influence the way parents select schools for their children. The ten dimensions that emerged from the twenty qualitative interviews shape and affect the way African-American parents think and select schools. The ten dimensions, identified as the Parent Concern Model were financial concerns, performance concerns, equity concerns, self-esteem concerns, transportation concerns, safety concerns, displacement concerns, teacher concerns, parental involvement concerns, and emotional distress concerns.
2031-01-01

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Nishihara, Janet Seiko. "Foundations of pan-Asian identity among Asian-American college student leaders /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055702.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 175-182). Also available for download via the World Wide Web; free to University of Oregon users.

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Hamlet, Conrad. "AN EXPLORATION OF AFRICAN – AMERICAN MALES AND THE INFLUENCE OF RACE, GENDER AND TEACHER BELIEFS ABOUT THEIR ACADEMIC SUCCESS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1342621703.

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Xiong, Mao. "Hmong parents' attitudes, perceptions of disability, and expectations of children with disabilitites a qualitative study of its impact on academic performance /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007xiongma.pdf.

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Roby, Simone D. "Classism, Academic Self-Concept, and African American College Students' Academic Performance." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2138.

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The “Black-White” achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students’ academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students’ grade point averages (GPA). A wealth of previous research also suggests that college student’s social class background and experiences with classism significantly influence students’ academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students’ levels of experience with classism would significantly moderate the effects of students’ ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans’ and college students’ academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.

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Brown, Landon. "Beat Out Your Own Rhythm: A Study of Public School Step Teams' Influence on Academic Identification and Academic Motivation Among African American Males." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1523967820981611.

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41

Thomas, Ronald Pierson. "An Investigation of the Role Education Leaders in the Academic Achievement of African American Students." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1219260852.

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42

Foster, Kevin Michael. "Success on whose terms? : academic achievement and status production among Black students on a predominantly white university campus /." UMI Company copy, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008327.

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43

Brisson, Robert F. "Nafta's impact on american business." Honors in the Major Thesis, University of Central Florida, 1998. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/24.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Business Administration
Business management

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44

Gerken, Stacey Leigh. "An investigation of the influence of cultural differences on the academic achievement and well-being of African American students at a predominantly White university." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992796.

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45

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

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The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends.

Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males.

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46

Buckley, Tianna Jeanne. "Academic Persistence Among Native American High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7257.

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Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students.

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47

Oung, Chanthol. "Determinants of Academic Success of Cambodian American Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3818.

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Cambodian Americans' (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents' and the children's factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs' households that might affect CASs' academic success. Survey data were collected from a purposive sample of 153 CASs' parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p < .05) between academic success of CASs and the parents' education in Cambodia and the children's age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs' academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs' success and parents' involvement in their children's education.

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48

Lee, Sammy. "Self-reported embarrassment between Chinese, Chinese American, and Caucasian American college students." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186552.

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One purpose of this study was to determine if there were any differences in embarrassment between Chinese, Chinese American, and Caucasian American college students. A related purpose was to determine if there were any behavioral characteristics associated with embarrassment among the three groups. A total of 137 college students were given the Embarrassment Questionnaire (Modigliani, 1966) and the revised California Psychological Inventory (CPI; Gough, 1987). Three hypotheses were tested. The first: that there was no significant difference on the embarrassment questionnaire mean score between the three groups. The second: that there was no commonality in the kinds of embarrassing situations experienced by the three groups. The third: that there was no significant difference between the three groups in behavioral characteristics as measured by the CPI. The first hypothesis was tested using ANOVA. The three groups' mean scores on the embarrassment questionnaire were significantly different at the.05 level. The Chinese Americans were the least embarrassable. The Chinese were in the middle and the Caucasian Americans were the most embarrassable. This result may be related to how open or guarded the subjects were in responding to the questionnaire. The second hypothesis was tested using factor analysis. Because of the small sub-samples and the resulting factors accounting for 11% of the variance, it was concluded that there was no commonality in the kinds of embarrassing situations experienced by the three groups. With the third hypothesis ANOVA was used to test the significance of the differences between the three groups on the twenty scales of the revised CPI. The results suggest that the variance among the three groups was due to factors other than ethnicity.

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Mirza, Zehra. "Examining heterosocial and social anxiety in pakistani american and european american women a comparative analysis." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/884.

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Also, a lower level of heterosocial anxiety was found to be negatively correlated with assimilation to U.S culture, which may have attributed to less heterosocial iv anxiety was found to be negatively correlated with assimilation to U.S culture, which may have attributed to less heterosocial anxiety in Pakistani women.; This present study will examine the psychopathology of Pakistani American females through the context of cultural means. Research in the past has shown that Asian Americans report higher levels of distress as well as higher levels of anxiety relative to their European American counterparts. Thus, social anxiety may manifest itself differently among Asian Americans because of the cultural and ethnic variations in psychopathology. This study will aim to examine cultural differences in social anxiety because it may help explain the etiology of social as well as heterosocial anxiety and facilitate in forming better diagnostic assessments, scales and treatments for non-mainstream cultural groups such as Pakistanis and potentially other South Asian groups living in the United States. Additionally, Pakistani women have limited interactions with the opposite sex because of the religious and cultural background that emphasizes modesty and arranged marriage. Medical research suggests that Muslim women of Asian backgrounds, have requested female health care service providers rather than male providers. Given the cultural and sociological influences that impact psychopathology, it was hypothesized that Pakistani American women will report more heterosocial anxiety than European American women and that their heterosocial anxiety will be related to parental influence on mate choice and American acculturation. Results indicated that European women reported higher levels of heterosocial and social anxiety in comparison to Pakistani women. This may have occurred due to the Pakistani women in this sample not being truly representative of the Pakistani population as they were all young, college students.
B.S.
Bachelors
Sciences
Psychology

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50

LeSane, Chreyl Lamitia. "Race socialization and perceptions of academic and social competency within a sample of African American youth." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1825.

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Dissertations / Theses on the topic 'American academy'

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