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Leadership development in African-Am...

Hinkson, Avis E.

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Leadership development in African-American graduates of a predominantly White women's college: A case study of Barnard College (New York).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Leadership development in African-American graduates of a predominantly White women's college: A case study of Barnard College (New York)./
作者:	Hinkson, Avis E.
面頁冊數:	115 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0779.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3124689
ISBN:	0496719939

Leadership development in African-American graduates of a predominantly White women's college: A case study of Barnard College (New York).
Hinkson, Avis E.

Leadership development in African-American graduates of a predominantly White women's college: A case study of Barnard College (New York). - 115 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0779.

Thesis (Ed.D.)--University of Pennsylvania, 2004.

The purpose of this study was to identify contributing factors to leadership development amongst African American graduates of a predominantly White women's college and to present ways in which programmatic efforts can be improved to enhance fut

ISBN: 0496719939Subjects--Topical Terms:

626645
Education, Administration.

Leadership development in African-American graduates of a predominantly White women's college: A case study of Barnard College (New York).
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520 $a The purpose of this study was to identify contributing factors to leadership development amongst African American graduates of a predominantly White women's college and to present ways in which programmatic efforts can be improved to enhance fut
520 $a Based on an exploration of literature on women's colleges, leadership development and African American students' experiences with higher education, this study focuses on seventeen African American members of the classes of 1993 through 1998 at B
520 $a It became clear that the presence of a strong, Black female relative who modeled leadership for the alumnae was critical to the alumnae's sense of self; and that faculty, staff and peers provided support as well as functioned as mentors during c
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