(2021). An Action Research Mixed Methods Study for the Development of Information and Communication Technology (ICT) Programming for First-Year Students at a Historically Black University. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. The purpose of this action research was to explore the information and communication technology (ICT) literacy skills of first-year minority students at Saint Augustine's University in order to develop a plan for an ICT professional development program. ICT skills are essential in our rapidly-changing and technology-driven society. While there is a growing awareness of the importance of ICT, universities are lagging behind in their approach to provide students with the much-needed digital competencies (Murray & Perez, 2014). This study focused on three research questions to determine (a) the ICT skills of first-year minority college students at Saint Augustine's University, (b) what faculty and students thought should be included in an ICT program for minority college students, and (c) how faculty integrated ICT skills into their courses for first-year minority college students at Saint Augustine's University. This study incorporated a mixed-methods approach, informed by the ICT… [Direct]
(2021). A Qualitative Multi-Case Study of African American Male Students Dropout Rate in Special Education in the Public School System. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The dropout rate of minority students, mainly African American male special education students in the public school system, is a grave concern for society for many years. The youth who drop out of high school often ends up unemployed and in legal complications. His higher education chances become non-existence, and the student's situation causes him to be a financial burden to the community. Being an African American male student does not guarantee the pupil an education in the public school system. This problem has existed for over fifty years in the public school system. The African American male special education students have been struggling with their disabilities, ethnicity, and other factors contributing to their drop out problem. Teachers in the exceptional children's program in North Carolina public school system appear to be unaware of the ramifications that the dropout has on the African American male special education and society. The purpose of this qualitative… [Direct]
(2017). A Narrative Study of the Experiences of Executive Administrators of Color Who Work at Religiously-Affiliated Higher Education Institutions. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. Current research literature indicates there is a disparity of people of color at the executive level working within institutions of higher education, particularly those with religious affiliations. Similar studies have focused on students and faculty of color, but there has been limited research directed toward administrators (Jackson & O'Callaghan, 2009). In addition, studies have used a qualitative approach to capture the experiences of faculty and administrators of color at secular colleges and universities (Becks-Moody, 2004; Reyes & Case, 2011; Stanley, 2006). However, few studies have focused specifically on the lived experiences of administrators of color who work within religiously-affiliated institutions. Although each participant has ascended to executive level leadership positions, all have experienced challenges and barriers while advancing their careers. Critical race theory (CRT) was used as a theoretical framework that provided the analysis needed to explore… [Direct]
(2017). The ESSA in Indian Country: Problematizing Self-Determination through the Relationships between Federal, State, and Tribal Governments. Educational Administration Quarterly, v53 n5 p782-808 Dec. Purpose: The purpose of this article is to (a) analyze the potential effects of the new relationship between state and federal governments on tribal sovereignty and self-determination and (b) problematize the devolution of power back to the states as they are entrusted to use the guiding frameworks of Every Student Succeeds Act (ESSA) to ensure educational equity for American Indian and Alaska Native students. Research Methods/Approach: The primary data source is the ESSA supplemented by public reports and resolutions, and recent press releases collected online. The ESSA policy was analyzed through a postcolonial interpretive policy analysis framework informed by Tribal Critical Race Theory. Findings: ESSA amendments improve opportunities in several areas, including State Tribal Education Partnerships and Cooperative Agreements, tribal consultation, Impact Aid, Native language immersion, the Bureau of Indian Education, and Alaska Native education, but these are limited by the lack of… [Direct]
(2017). This Who Believes? A Critical Race Discourse Analysis of the Association for Middle Level Education's "This We Believe". AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Early adolescents undergo immense developmental changes which consequently impact their middle level educational experiences. These changes are also mediated through social forces such as race, class, gender, and sexuality. Despite the intersection of early adolescent development with social and institutional forces, critical concepts such as race are omitted in general discourses of middle level education as well as the developmental changes experienced by 10-to-15 year old children. Thus, it is important that the leading body for middle level education, the Association for Middle Level Education (AMLE) and their doctrinal text, "This We Believe", explicitly address the nexus of race, early adolescent development, and middle school. In this article, I draw upon critical race theory as a theoretical framework and critical race discourse analysis as methodology to examine how "This We Believe" fails to negotiate the racial realities of early adolescent development… [Direct]
(2023). Rules of Engagement: The Role of Graduate Teaching Assistants as Agents of Mathematics Socialization for Undergraduate Students of Color. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The field of higher education has been concerned with the retention of underrepresented students of Color in the science, technology, engineering, and math (STEM) fields over the last few decades. STEM identity development has emerged as a useful analytic framework in this research, as students with stronger STEM identities–students who recognize themselves and are recognized by others as "STEM people"–are more likely to persist in the STEM fields. STEM identity develops through the process of socialization, in which agents of socialization set and maintain the norms, culture, and values that newcomers in the STEM fields should emulate. At institutions of higher education, instructors act as primary agents of socialization, signaling who "belongs"–and who doesn't–in the STEM fields. Although prior research has identified the ways in which mathematics courses gatekeep underrepresented undergraduate students of Color out of the STEM fields, little research has… [Direct]
(2024). "Second-Class Citizens:" Exploring the Perceptions of Racially Marginalized Staff at a PWI. ProQuest LLC, Ed.D. Dissertation, The Florida State University. Staff members in institutions of higher education who are not faculty, such as those who work in student affairs, information technology, student business services, and other areas, may feel invisible and unappreciated. This sense of obscurity for racially marginalized staff can be intensified by discrimination and oppression that persist within these institutions, despite the implementation of diversity, equity, and inclusion (DEI) initiatives. Unfortunately, higher education literature that examines perceptions and experiences related to racism, oppression, and DEI initiatives tends to focus on students or faculty, neglecting the experiences of professional staff. This qualitative case study delved into the perspectives of racially marginalized professional staff concerning a predominantly White institution's (PWI) endeavors to establish a diverse, equitable, and inclusive environment, employing a critical race theory (CRT) framework. Utilizing a two-phase interview approach,… [Direct]
(2017). A Case Study of Leadership and Disciplinary Practices Used by Secondary School Leaders to Support Equity for Black Male Students. ProQuest LLC, Ed.D. Dissertation, Florida Southern College. The school-to-prison pipeline has plagued black males for many years. When school leaders apply disciplinary consequences such as in-school and out-of-school suspension, they inadvertently foster the push-out of black males by removing them from the classroom. When black males are removed from the classroom through suspension, the opportunities to excel in social and academic environments significantly decrease. The social construction of race in the context of school discipline supports how black males are stereotyped by the way they dress, their cultural background, and their everyday demeanor (Simson, 2014). Because of this stereotypical societal perception, black males are often generalized as being defiant, disrespectful, and dangerous. It is important for educational leaders to have an awareness of how black males are perceived in school and create opportunities for equitable disciplinary practices towards black male students. The purpose of this study was to explore leadership… [Direct]
(2013). Trailblazers: An Examination of Community College Black Women in Senior Level Administrator Roles–Their Stories through Their Eyes. ProQuest LLC, Ph.D. Dissertation, Capella University. This paper explores how Black women who work in senior level administrative positions at community colleges were able to establish successful career paths. The literature review draws from the theoretical framework of critical race theory, the Black feminist thought, and critical race feminism. The use of counter-stories establishes a platform for Black women community college administrators to share their lived experiences. They share experiences of marginalized treatment, challenges and career development advice. They also reveal their perceptions of critical race theory and how their experiences align with its assertions. This research solidifies the value of sharing lived experiences and provides direction for overcoming challenges, coping with adversity, and professional approaches to challenges. This information is valuable to institutions and will allow them to gain a better understanding of the experiences of their women leaders who are Black, as well as provide insight to… [Direct]
(2024). A DisCrit Analysis of Experiences Influencing Belonging for College Students with Disabilities. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. Despite growing numbers of college students with disabilities and a call to offer support beyond disability service offices, earlier data demonstrate disproportionate barriers to disabled students' academic success resulting from or in (a) limitations to existing accommodations, (b) worsening mental health, (c) academic achievement gaps, and (d) a privileged understanding of disability. Using disability critical race theory (DisCrit) as a theoretical framework, the purpose of this narrative case study was to discover the intersectional experiences impacting sense of belonging for college students with disabilities at a mid-sized regional institution (pseudonym: Mountain West University) in the United States. The study was designed to guide higher education's scholarship and professional practices alike. A combination of purposeful sampling strategies was used within the case institution, specifically network sampling and maximum variation sampling, to form the sample of six current… [Direct]
(2022). Disrupting Racial Silences in a Predominantly White School District. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. This research study invited teachers to participate in an inquiry discussion group in order to disrupt the racial silences that existed in a predominantly white school district. The ways Americans think, act, and talk about racism and white supremacy have become more complex over time as they have shifted from explicit to implicit (Bonilla-Silva, 2015). This is true in American society and also in America's school systems, where racism has shifted from overt segregation (many school systems remain de facto segregated [Wells et al., 2014]) to covert colorblind silences (Ladson-Billings & Tate, 1995; Leonardo, 2004). Even though there have been efforts to disrupt racial silences in schools, previous attempts framed the problem in terms of culture rather than addressing race in explicit ways. These curricular initiatives (e.g., multiculturalism, culturally responsive and culturally sustaining pedagogy) introduced in schools were also problematic in that teachers were treated as… [Direct]
(2020). Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. The purpose of this study was to describe the campus racial climate and the experiences of Black students at a Predominately White Institution (PWI). Using the Multi-Contextual Model for Diverse Learning Environments (MMDLE) as a theoretical framework and Critical Race Theory as an analytical tool, this research interrogated the ways in which race and racism shape the experiences of Black students at a uniquely structured PWI focused on social justice. Guided by a critical epistemological foundation, this critical case study addressed the following question: What is the campus racial climate for Black students at a social justice striving PWI? Additionally, several sub-questions, influenced by the five dimensions of the MMDLE, guiding the study were: (a) What historical aspects of the institution informed contemporary climate for Black students?; (b) How did the institutions' policies and practices influence Black students' experiences with the racial climate?; (c) How did the racial… [Direct]
(2020). Connecting with Swirls through Autoethnography: Perspectives on STEM Education as an Assimilated Quapaw. ProQuest LLC, Ed.D. Dissertation, University of Kansas. The purpose of this autoethnography is to explore my own lived experiences as a Quapaw who was adopted out at an early age, and to better understand my perspectives on STEM (Science Technology Engineering Math) education as an assimilated Quapaw. This autoethnography explores my previous educational experiences and my journey through different research efforts to deepening the understanding of Indigenous peoples and STEM Education. This study stresses the importance of stories as data for research, and how stories are explored, described, connected, interpreted, and shared. This process is nonlinear. Aligning myself as an Indigenous Researcher (Whitinui, 2014; Bishop, 2020) has helped to clarify my approach to doing research. Through the use of Tribal Critical Race Theory (Brayboy, 2005) and The Transformational Indigenous Praxis (Pewewardy, 2017), this autoethnography has brought to light the importance of connections and the impact of a lack of connections. Connections are… [Direct]
(2020). Undergraduates' Awareness of White and Male Privilege in STEM. International Journal of STEM Education, v7 Article 52. It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of "science as White property", derived from critical race theory, to frame this study and results. White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts… [Direct]
(2015). The Colour of Skill: Contesting a Racialised Regime of Skill from the Experience of Recent Immigrants in Canada. Studies in Continuing Education, v37 n3 p236-250. This article contests a racialised skills regime in Canada. Canadian studies of the labour market transitions of skilled immigrants are analysed through the lens of critical race theory. The analysis shows that knowledge and skills of recent immigrants in Canada are racialised and materialised on the basis of ethnic and national origins. Skin colour is a central basis of social marking. Through processes of de-skilling and re-skilling, a racialised regime of skill has become a social engineering project for manufacturing normative, white, docile corporate subjects who conform to Canadian norms and workplace cultures. The study demonstrates that skill is not colour-blind; it is coloured. Skill is not only gendered and classed, but it is also racialised. The findings move us beyond the traditional colour-blind, gender- and class-based analyses of skill that fail to account for racial differences in the social construction of skill…. [Direct]