The Role of Racial Identity, Parental Socialization, and School Connectedness on the Academic Experiences of Gifted Black Female Adolescents Attending Predominantly White Schools.

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dc.contributor.advisorJessica DeCuir-Gunby, Chair
dc.contributor.advisorAngela Wiseman, Member
dc.contributor.advisorMeghan Manfra, Member
dc.contributor.advisorMarc Grimmett, Member
dc.contributor.authorJohnson, Oriana Tinique
dc.date.accepted2018-05-03
dc.date.accessioned2018-05-05T12:31:04Z
dc.date.available2018-05-05T12:31:04Z
dc.date.defense2018-04-23
dc.date.issued2018-04-23
dc.date.released2018-05-05
dc.date.reviewed2018-04-24
dc.date.submitted2018-04-23
dc.degree.disciplineCurriculum & Instruction
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg9036
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.20/35220
dc.rights
dc.titleThe Role of Racial Identity, Parental Socialization, and School Connectedness on the Academic Experiences of Gifted Black Female Adolescents Attending Predominantly White Schools.

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