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Volumn , Issue , 2012, Pages 130-149

The role of student agency, student empowerment, and social praxis in shaping supportive cultures at traditionally White institutions

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Indexed keywords


EID: 84907986449     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203832417     Document Type: Chapter
Times cited : (6)

References (22)
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  • 4
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    • (1988) The Harper Book of American Quotations
    • Douglass, F.1
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    • The student-initiated retention project: Theoretical contributions and the role of self-empowerment
    • Maldonado, D., Rhoads, R. & Buenavista, T. (2005). The student-initiated retention project: Theoretical contributions and the role of self-empowerment. American Educational Research Journal, 42(4), 605–638.
    • (2005) American Educational Research Journal , vol.42 , Issue.4 , pp. 605-638
    • Maldonado, D.1    Rhoads, R.2    Buenavista, T.3
  • 11
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    • Properties of institutional culture
    • G. D. Kuh (Ed.), Lanham, MD: American College Personnel Association
    • Manning, K. (1993). Properties of institutional culture. In G. D. Kuh (Ed.), Cultural perspectives in student affairs work. Lanham, MD: American College Personnel Association.
    • (1993) Cultural Perspectives in Student Affairs Work
    • Manning, K.1
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    • Organizational culture in the study of higher education
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    • Masland, A.1
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    • Trio and upward bound: History, programs, and issues – past, present, and future
    • McElroy, E. J., & Armesto, M. (1998). TRIO and Upward Bound: History, programs, and issues – past, present, and future. Journal of Negro Education, 67(4), 373.
    • (1998) Journal of Negro Education , vol.67 , Issue.4 , pp. 373
    • McElroy, E.J.1    Armesto, M.2
  • 14
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    • Using qualitative methods to assess diverse campus cultures
    • S. R. Harper & S. D. Museus (Eds.), New directions for institutional research, no. 136, San Francisco: Jossey-Bass
    • Museus, S. D. (2007). Using qualitative methods to assess diverse campus cultures. In S. R. Harper & S. D. Museus (Eds.), Using qualitative methods in institutional assessment(New directions for institutional research, no. 136, pp. 29–40). San Francisco: Jossey-Bass.
    • (2007) Using Qualitative Methods in Institutional Assessment , pp. 29-40
    • Museus, S.D.1
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    • Images and words that wound: Critical race theory, racial stereotyping and teacher education
    • Solórzano, D. (1997). Images and words that wound: critical race theory, racial stereotyping and teacher education. Teacher Education Quarterly, 24, 5–19.
    • (1997) Teacher Education Quarterly , vol.24 , pp. 5-19
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  • 18
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    • Critical race theory, racial and gender microaggressions, and the experiences of chicana and chicano scholars
    • Solórzano, D. (1998). Critical race theory, racial and gender microaggressions, and the experiences of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11, 121–136.
    • (1998) International Journal of Qualitative Studies in Education , vol.11 , pp. 121-136
    • Solórzano, D.1
  • 19
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    • Critical race theory, transformational resistance and social justice: Chicana and chicano students in an urban context
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    • Whose culture has capital? A critical race theory discussion of community cultural wealth
    • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–81.
    • (2005) Race Ethnicity and Education , vol.8 , Issue.1 , pp. 69-81
    • Yosso, T.J.1


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