(2022). Leading While Black in Suburbia: A Courageous Autoethnography. ProQuest LLC, Ed.D. Dissertation, Kansas State University. There is a significant need to add to the scholarship of Black male leadership in suburbia. This is a courageous autoethnography that tells my counter-story in an effort to spark courageous conversations about leading while Black in the suburbs. Autoethnography, a research approach about the experiences of the researcher guides the methodology for the study. Autoethnography is an approach to research and writing that seeks to describe and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethnography) (Ellis, Adams, & Bochner, 2011). Utilizing Counter-storytelling, I will take you on a journey of my past experiences that will start a courageous conversation (Singleton, 2015) on Black leadership in suburbia and add to the minimal research in this area of academia. In my story, I utilize critical race theory and deep equity work to help construct deeper meaning and knowledge around the experience of Black male leaders in mostly… [Direct]
(2021). Decolonising Teacher Education Curriculum in South African Higher Education. International Journal of Higher Education, v10 n5 p121-131. Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students' protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers' minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race… [PDF]
(2021). Writing a Novel with Roma Primary School Children: Tensions in Disrupting Aetonormativity. Children's Literature in Education, v52 n4 p511-527 Dec. Story Makers Press (SMP) is a University-based publisher which co-constructs stories with under-represented groups of children in order to diversify representation in children's literature and disrupt the way adult perceptions of normality pattern children's literature (aetonormativity). In this paper we analyse six drama and creative writing workshops run by SMP with Czech and Slovak Roma children from an inner city primary school in the north of England to co-construct a story about climate change. Our analysis identifies how in developing the story, the children were often reluctant to draw upon their funds of knowledge relating to their Roma backgrounds, instead Westernising their protagonists and settings. We also explore how the children disrupt aetonormativity by interweaving magical elements into realistic narrative about climate change in order to establish a genre of magical realism. Finally, we identify how this genre of magical realism is problematic when considering… [Direct]
(2013). Towards a Research Framework for Race in Education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education (QSE), v26 n1 p39-55. There has been much debate around the extent to which post-structuralist theory can be applied to critical research. In this article, it is argued that aspects of the two approaches can be combined, resulting in productive tensions that point towards a possible new framework for researching race and racism in education in the UK. The article specifically considers combining critical race theory with a post-structural approach to understanding identity based on the work of Judith Butler, and explores the usefulness of such a theoretical approach to investigate minority ethnic young people's experiences of education and the way in which these experiences shape their sense of self, leading to the perpetuation of racial inequalities. It is argued that working at the boundary of these two theoretical traditions provides a deeper understanding of the way in which racism operates, the way it shapes experience and the possibilities for political and social change. (Contains 3 notes.)… [Direct]
(2022). California Community Colleges' Journey toward Racial Equity: Understanding the Process of Addressing Systemic Racism. ProQuest LLC, Ed.D. Dissertation, Kansas State University. The California Community Colleges (CCC) system is the largest, most diverse public college system in the nation. As the system works to improve outcomes for all students, and in response to the racial climate in the United States during 2020, the system's Chancellor's Office released a call to action, asking all colleges to address systemic racism by strategizing and taking action to identify and eradicate systemic racial injustice. This study focused on understanding if and how colleges were responding to the call to action. Using an explanatory mixed-methods design, this study was an exploration of ways in which colleges in the CCC system aligned their work with the CCC Chancellor Office's call to action. Using critical race theory as a theoretical framework, antiracist work occurring at colleges in the CCC was explored through a quantitative survey and qualitative focus group interviews. This study demonstrated which colleges in the CCC system have been addressing systemic racial… [Direct]
(2022). Latinx Cultural Centers as Racial Microaffirmation: Cultivating Comunidad and Creating Espacios for Latinx Undergraduates at Hispanic-Serving Institutions. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Increased diversification of the collegiate student body has given rise to minority serving institutions with a significant growth of Hispanic Serving institutions and amplifies the need for greater institutional accountability to create focused efforts that facilitate college persistence and success of Latinx students. This qualitative study explored the experiences and meaning making process of Latinx undergraduates, attending a California State University designated as a Hispanic serving institution, and their engagement with the Latinx Cultural Center on their campus. Latina/o Critical Race Theory and concepts of racial microaffirmations and sense of belonging provided the theoretical framework from which to ground the study and analysis of semi-structured interviews with 18 Latinx undergraduate students. Findings indicate Latinx students seek community on their college campuses for a variety of reasons that are inextricably linked to their racial/ethnic identity. Furthermore,… [Direct]
(2023). Teaching Race and Racism in Social Work Education: A Thematic Analysis of Social Work Educators' Experiences and Attitudes. ProQuest LLC, Ph.D. Dissertation, Indiana University – Purdue University Indianapolis. Race and racism are central ideas in the conceptualization of social justice in the US and thus topics of fundamental importance within the social work discipline. Accredited social work schools must include race and racism education in their curricula. Social work pedagogical literature has historically lacked critical, consistent attention to these issues. This exploratory study applied a cluster sampling strategy to distribute study invitations across 10% of randomly selected accredited US social work schools to access the study's target population of social work educators. Reflexive thematic analysis was used to interpret educators' written responses to six qualitative survey questions on their perspectives teaching race and racism-centered themes to social work students. The study was guided by three research questions: how educators conceptualize race and racism pedagogy; how confidence and doubt are contrasted in their experiences; and the consequence of educators' own racial… [Direct]
(2022). African American Women Leader Perspectives on Advancement Strategies in a Community College System. ProQuest LLC, Ed.D. Dissertation, Walden University. African American women are not retained or advanced in the community college system, resulting in an underrepresentation of African American women in administrative decision-making roles. The purpose of this basic qualitative study was to examine the experiences of African American female leaders in the community college setting and to explore the strategies that these women used to obtain these positions. Semistructured interviews were conducted with seven African American women in decision-making roles within a southeastern state's community college system. Critical race theory and Black feminist theory helped to inform how race and gender impacted the selection of strategies used by African American women to advance as leaders in a community college. Data analysis began with open coding, moved to categories, and finally five themes emerged as findings from the data: (a) engaging with role models, mentors, and representation as an advancement strategy; (b) learning experiences and… [Direct]
(2019). Strengths and Shortcomings of a Teacher Preparation Program: Learning from Racially Diverse Preservice Teachers. Journal of Teacher Education and Educators, v8 n3 p281-301. Racially diverse teachers are valuable sources of knowledge in school systems. However, a lack of diversity among teachers has demonstrated long-standing issues with how racially diverse teachers are prepared for teaching. The present study sought to expand on prior research by examining the viewpoints of racially diverse preservice teachers concerning the strengths and shortcomings of their teacher preparation program using a transformative qualitative research design. We recruited participation among six racially diverse preservice teachers enrolled in a teacher preparation program affiliated with a university identified as a Hispanic-Serving Institution. We collected data through focus group interviews held during a two-week period and analyzed data systemically with two levels of coding. Our findings consisted of three main themes: Interactions with Peers and Teacher Preparation Program Stakeholders, Navigating Teacher Preparation Program Complexities, and Views of… [PDF]
(2020). Research Literature on Women of Color in Undergraduate Engineering Education: A Systematic Thematic Synthesis. Journal of Engineering Education, v109 n3 p581-615 Jul. Background: To address social disparities and generate an innovative workforce, engineering higher education should provide learning environments that benefit students from all backgrounds. However, because engineering programs are not enrolling or retaining women of color at demographic parity, a better understanding of these students' experiences is needed to develop effective interventions. Purpose: This study analyzes research on women of color in undergraduate engineering education to determine what influences their experiences, participation, and advancement. We identify challenges to and strategies for persistence and present recommendations for engineering institutions to create interventions that support women of color and mitigate institutional inequities. Scope/Method: Using the snowballing method, we identified 65 empirical studies published between 1999 and 2015 that met the criteria for this review. These studies represented qualitative, mixed-methods, and quantitative… [Direct]
(2020). A Phenomenological Study of High-Achieving Black Male Student-Athletes at a Highly Selective Military College. ProQuest LLC, Ed.D. Dissertation, Grambling State University. This study examines the lived experiences of Black male student-athletes at a military college (a predominantly White institution), particularly the experiences of high-achieving members of this population. Participants described their pre-college experiences, mentors, institutional factors, and other meaningful and motivational dynamics they deemed important to their success. All participants were intercollegiate athletics students at a highly selective military college in the United States. Approximately seven Black male student-athletes who were at a cumulative grade point average above the average for the Black male student-athlete population and were leaders on their teams or at the military college participated in the study. I collected data through semi-structured interviews to allow the participants to describe their experiences as a student-athlete. Harper's Anti-Deficit Achievement Framework (2012) and Comeaux and Harrison's Conceptual Model of Academic Success for… [Direct]
(2023). Principals' Perceived Challenges and Barriers to Recruit and Hire Teachers of Color: A Case Study. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Columbia. America's schools are more diverse than ever, but the teachers are still mostly White. Overwhelmingly, the research says that Teachers of Color in classrooms provide numerous benefits for all students (e.g., Ahmad & Boser, 2014; Archinstein et al., 2010; Cherng & Halpin, 2016; Partelow et al., 2017; Perlman et., 2016; Villegas & Lucas, 2009). The present study focuses on the challenges and barriers that Teachers of Color face when applying and interviewing for teaching positions. The present study seeks to answer the question: What are the principals' perceived challenges and barriers to recruit and hire Teachers of Color? The study focused on the principal's point of view, since they are the ones that are responsible for the hiring of the majority of the teachers for the school district. A series of semi-structed interviews were conducted with principals from the elementary, middle school and high school level. Additionally, an analysis of the interview questions used… [Direct]
(2022). Empowering Multilingual Families. ProQuest LLC, Ed.D. Dissertation, Washington State University. The study utilizes a case study approach to explore how a non-linguistically diverse suburban school district communicates and engages with multilingual families' and the families' experiences and perceptions of the district's efforts. The study is grounded in Critical Race Theory including the use of counterstories and composite narratives, and specifically utilizes Yosso's (2005) Community Cultural Wealth framework to highlight the strengths and cultural capital of families. Members of multilingual families, such as parents or guardians (e.g., grandparents, aunts, etc.) were invited to participate, with those who agreed were interviewed and asked to share their experiences and perceptions of district communication efforts and opportunities afforded for engagement within the district. Information shared by family members was developed into a composite narrative and shared with identified district and building administrators, allowing for reflection on their own experiences in… [Direct]
(2023). Black Exodus: A Hermeneutic Phenomenological Study of the Experiences of Black Faculty and Staff Who Left Christian Higher Education. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. Black faculty, staff, and students are experiencing anti-Blackness in higher education that is deeply rooted in the racialized legacy of the United States. The roots and effects of anti-Blackness, afro-pessimism, and Afrofuturism were investigated. Scholars argue Black existence is imagined and acted upon through the historic lens of the institution of slavery and even in the modern-day, the afterlife of the institution marks the ontological position of Black people. The term predominantly white institution historically has been used to describe the racial composition of an institution. Most Christian higher education (CHE) institutions, specifically those within the Council for Christian Colleges and Universities, are compositionally White and characterized by a White cultural hegemony. This study highlights the experiences of Black faculty and staff who work at these institutions and is guided by the following research question: What are the lived experiences of Black faculty and… [Direct]
(2022). Examining the Relationship between Self-Efficacy and Culturally Responsive Teaching. ProQuest LLC, Ed.D. Dissertation, Cabrini University. Closing the achievement gap among culturally and linguistically diverse students has been challenging for educators, school leaders, and policymakers. With the growing diversity of the K-12 public school student body, schools must prepare to confront this divide systematically and vigorously. Policies that promote culturally responsive teaching must be created to eliminate educational disparities between students from culturally and linguistically diverse backgrounds and their peers. This quantitative correlational research study explored the relationship between a teacher's sense of self-efficacy and implementing culturally responsive teaching practices. This study examined whether a teacher's race impacted implementing of culturally responsive teaching practices. By investigating the research through Critical Race Theory and Self-Efficacy Theory, the author attempts to better understand racism in public schools and the effects of having predominately white females teaching an… [Direct]