(2021). Community College Mathematics Faculty Members: Racialized Self-Perceptions of Day-To-Day Realities within the Classroom Environment. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. This dissertation study was guided by two research questions: (1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?; and (2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a… [Direct]
(2021). Lived Experiences of Diverse Applicants through Collegiate Athletic Department's Hiring Processes. ProQuest LLC, Ph.D. Dissertation, Northcentral University. The lack of diversity within collegiate athletic departments is well documented and continues to be seen currently within the workforce of college athletic departments. There is research on what things might cause the continued lack of diversity however, there has been no research done looking at both sides of the hiring process within college athletic departments. The purpose of this qualitative descriptive study was to investigate the lived experiences of diverse applicants from both the hiring committee's perspective and the diverse applicant's perspective to allow for a deeper understanding of where and why there is bias and discrimination going on within the hiring process. The framework for this study relied on human resource management theories, communication theories, interaction theories, as well as critical race theory and social construct theories. These theories were used to draw connections as well as triangulate what the participants said with the themes found from… [Direct]
(2021). The Experiences of Black Women in Predominantly White Institutions: A Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Black women are the most influential racial group interested in education as a profession; yet. it is rare for them to attain senior-level roles within predominantly White institutions. The problem addressed by this study was that a significant number of Black women administrators in higher education throughout the United States are not advancing into senior-level positions within predominantly White institutions. The purpose of this qualitative case study was to explore why a significant number of Black women administrators in higher education are not advancing into senior-level roles within predominantly White institutions. In addition, this study was grounded using the critical race theory, with special attention given to issues of intersectionality to highlight Black women's experiences working in environments dominated by Whites. This study was also conducted using a qualitative comparative case study design to capture the attitudes and shared experiences of Black women working… [Direct]
(2021). The Place in Which I Fit: Culturally Based Organizations and the Development of Cultural Wealth for Historically Marginalized Undergraduate Women at a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, The University of Alabama. College participation rates of women with marginalized identities have doubled in the last 30 years, yet their college completion rates do not compare to their White counterparts. While this is an issue faced by many marginalized populations, much of the research has focused on the equity gaps of minoritized men. With minoritized women becoming a greater portion of the higher education population, more attention needs to be paid on the success and well-being of these women. Social capital, proposed by Bourdieu (1986), has shown to be an important success factor, as belonging to certain networks provides greater access to information, social support, and resources; however, this concept overlooks other assets marginalized people may have. Yosso's (2005) Community Cultural Wealth (CCW) framework offers an alternate view. Informed by social capital, it also considers critical race theory, intersectionality, gender and migrant studies, and sociology, and it challenges the idea that… [Direct]
(2021). Exploring the Experiences and Retention Decisions of African-American Male College Students. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. This qualitative study captured the stories of African-American male students, who participated in the African-American Male Initiative (AAMI) program at a predominantly White institution (PWI) in the south, to better understand how racial climate effected their college experiences and retention decisions. The data collected from this PWI revealed a steady increase in the African-American student enrollment and retention rate. However, the Black male student population has experienced a dramatic decrease in retention. Critical race theory and Tinto's model for student departure provided theoretical framework for this study. In addition, a review of campus climate and the Black student college experience are included in the literature review. An adaption of Seidman's (2019) three-interview series, or a semi-structured interview approach, was used to collect data from the participants. Using the research questions as a guide, the results of the study revealed that students enjoyed the… [Direct]
(2021). African American Males Who Come from Single Parent Households Described Their Persistence to Graduate from Community College: A Qualitative Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. African American males' academic achievement has been a concern for school officials, policy makers, administrators, colleges, and universities. African American males' graduation rates continue to decline at colleges and universities across the United States. The problem addressed by this qualitative study was that African American males who come from single parent households may not achieve a higher education degree, specifically a community college degree. The purpose of this qualitative descriptive study was to describe how African American males who come from single parent households described their persistence to graduate from community college. The theoretical framework that guided this study was the critical race theory. The targeted population for this research study was African American males who were raised by single mothers earning a degree at a community college. Semi-structured, open-ended interviews (n = 15) and focus group (n = 9) were used in the data collection… [Direct]
(2021). The Optics of Diversity, Equity, and Inclusion at a Hispanic-Serving Institution: A Qualitative Case Study in the Borderlands. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. The murder of George Floyd and COVID-19 in 2020 catapulted the issues of diversity, equity, and inclusion (DEI) to the forefront in every aspect of life: housing, healthcare, Internet access, and education. The perception of university leadership's actions and their ability to make appropriate decisions regarding those issues in creating a campus that is diverse, equitable, and inclusive are vital, especially in a region that has a long history of colonization, marginalization, and epistemicide. Employing the lenses of Critical Race Theory (CRT) and Applied Critical Leadership Theory, this study situates the conversation about diversity, equity, and inclusion at a Hispanic-Serving Institution in the Borderlands of the United States and Mexico. A traditional study that centers whiteness by focusing solely on the quantitative data of enrollment, retention, and graduation statistics would only serve to continue the dehumanizing practice of comparing the academic performance of students… [Direct]
(2021). Latinx Prenursing: The Dripping Pipeline "Una Pipa Con Gotas". ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Background: Healthcare disparities exists in California at alarming levels. The Latinx communities suffer from a disproportionate rise in disease coupled with poor access to quality healthcare. These disparities are compounded by a lack of Latinx Registered Nurses in the state that possess a unique skill set to care for these patients. The pipeline for education of registered nurses is compacted with too many students and yet Latinx students are frequently falling away from the field because their capital is misaligned with university selection criteria. Purpose: The purpose of this phenomenological research study was to analyze reasons why first-generation Latinx students select nursing as a major and explore their lived experiences as they completed prerequisite nursing courses. Methods: Interviews were conducted with seven first-generation Latinx students with an expressed interest in Nursing. The theory of cultural capital wealth and critical race theory were utilized to frame… [Direct]
(2021). A Phenomenological Study of the Lived and Professional Experiences of African American Male Instructors: Functions of the Practices of School Systems. ProQuest LLC, Ph.D. Dissertation, Liberty University. The purpose of this hermeneutic phenomenological investigation was to explore and ascribe meaning to the lived and professional experiences of African American male educators as functions of the practices (i.e., systemic policies and interactions with colleagues) of a suburban school system. The philosophical frameworks guiding this study were Critical Race Theory (Bell, 1970) and Tokenism (Kanter, 1977) as they relate, respectively, to the effects of engendered racism and the implications of the invisibility and hypervisibility associated with being Black male instructors. The three related sub-questions involved (1) the contributing roles of school systems' procedures to the encounters of this group of educators (2) the additive impact of this phenomenon as a result of Black male teachers' interactions with colleagues and educational stakeholders and (3) meanings assigned to these experiences as related to race, racism, and tokenism. The data was collected via open-ended,… [Direct]
(2020). An Examination of the Contextual Factors That Affect High Poverty Urban School Districts and What Successful District Leadership Looks Like in These Spaces. ProQuest LLC, Ed.D. Dissertation, Millersville University of Pennsylvania. This dissertation uses qualitative research to examine the contextual factors that affect high poverty urban school districts and what successful district leadership looks like in these spaces. Using the lens of Critical Race Theory the stories of six successful urban district leaders is examined to determine the dispositions and characteristics that made them successful as well as how and what systems they implemented to create successful outcomes for the students, families and communities that they served. The extensive review of literature provided a historical look into the contextual factors that have created racialized poverty urban school districts in the United States. It also examined two leadership frameworks, connected using associative entity. Using this associative entity and both inductive and deductive thematic analysis four themes emerged. The themes, which described to be competencies of successful urban district leadership, are Facing Facts and Fears, Getting to… [Direct]
(2012). Students and Institutions Protecting Whiteness as Property: A Critical Race Theory Analysis of Student Affairs Preparation. Journal of Student Affairs Research and Practice, v49 n4 p397-414 Nov. This study is based on interviews with White students graduating from a student affairs preparation program as well as a literature review of whiteness in education. Applying \critical race theory,\ the author examined the ways that students and institutions protected whiteness. Institutions and those within them concerned with equity must have awareness of whiteness and rework curriculum, pedagogy, polices, and practices to fracture educational hegemony of whiteness…. [Direct]
(2011). Critical Race Theory and the Transfer Function: Introducing a Transfer Receptive Culture. Community College Journal of Research and Practice, v35 n3 p252-266. In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective pubic four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a "transfer receptive culture." We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully–that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific… [Direct]
(2018). Model (Undocumented) Minorities and "Illegal" Immigrants: Centering Asian Americans and US Carcerality in Undocumented Student Discourse. Race, Ethnicity and Education, v21 n1 p78-91. As the numbers of immigrant apprehensions, detentions, and deportations increase, and in context of anti-immigrant sentiment, education scholars must better contend with the way that carcerality affects undocumented student experiences. Carcerality refers to social and political systems that formally and informally promote discipline, punishment, and incarceration. Guided by Critical Race Theory, I examine interview data from 15 undocumented Asian Americans to show that the portrayal of undocumented student exceptionalism that typically characterizes the discourse on their experiences obscures the centrality of carcerality in shaping how young people with undocumented status navigate their lives. The narratives of undocumented Asian Americans represent a shift in undocumented discourse as these students de-emphasized their academic mobility, demonstrated a hyper-awareness of punitive immigration policies, and were traumatized by and practiced nondisclosure in response to deportation… [Direct]
(2018). Composition Pedagogy for the 21st Century: A Culturally Inclusive Model. ProQuest LLC, Ph.D. Dissertation, State University of New York at Albany. As cultural and racial demographics continue to diversify across college campuses, the First Year Composition (FYC) classroom becomes a site wherein faculty can engage in transformative pedagogical strategies to maximize ways in which students' culturally diverse backgrounds can influence their rhetorical strategies in meaningful ways. However, a critical analysis of FYC and factors influencing its design and impact demonstrate that, to a large degree, faculty are not implementing pedagogical strategies that incorporate cultural rhetorics in strategic ways. This critical analysis sought to understand the significant factors hampering faculty desire and ability to deliver Culturally Inclusive Pedagogy (CIP), which is a pedagogical approach inspired predominantly by the "Students' Right to Their Own Language" resolution, as well as scholarship from Critical Race Theory, Culturally Sustaining Pedagogy, and Cultural Rhetorics. In confronting challenges to implementing CIP,… [Direct]
(2018). General Experiences + Race + Racism = Work Lives of Black Faculty in Postsecondary Science Education. Cultural Studies of Science Education, v13 n2 p371-394 Jun. Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory,… [Direct]