(2024). You Can't Tell It, Let Me Tell It: Making Sense of Belonging by Exploring the Lived Experiences of African American Students at a Predominately White Institution. ProQuest LLC, Ph.D. Dissertation, Oakland University. African American students make up approximately 13.1% of all students enrolled in postsecondary institutions across the United States (Hanson, 2023). African American students overwhelming, approximately 68%, attend public institutions. Further, approximately, 72% of African American students are enrolled at 4-year institutions. African American students enrolled at these institutions face challenges that their peers who are not African American do not such as feelings of isolation, microaggressions, and less-than-welcoming campus climates. These factors often prevent African American students from fostering a sense of belonging to and on their campuses. Using Critical Race Theory (CRT) and the theory of Double Consciousness as theoretical frameworks, this study sought to evaluate the sense of belonging of third-year undergraduate students enrolled at a Predominately White Institution (PWI). Further, my dissertation sought to uncover the effect, if any, student engagement had on… [Direct]
(2024). Black Male Initiatives' Effect on Black Male Persistence and Graduation. ProQuest LLC, Ph.D. Dissertation, Walden University. With a decade-long stagnant 34% Black male college graduation rate, there was little understanding of how and why Black male initiatives, designed to improve Black male persistence and graduation in 4-year colleges, affected retention and graduation-related behaviors, as understood by the Black male participants in such initiatives. This interpretive description study explored Black male initiatives' influence on Black male persistence and graduation at an East Texas historically Black college. For continued accreditation, the Southern Association of Colleges and Schools Commission on Colleges required management for each college to identify and address academic needs that improved student persistence and graduation. Cultural capital, social capital, and narratives were three essential critical race theory concepts that grounded this study. The questions guiding this research study solicited Black men's experiences, the emerged meanings, and how Black male college students perceived… [Direct]
(2024). Unveiling the Voices: Lived Experiences of Adolescent Girls with Emotional Disturbance in Special Education. ProQuest LLC, Ph.D. Dissertation, Lesley University. This dissertation addresses a significant gap in existing research by exploring lived experiences of cisgender female adolescents (Grades 7-12) diagnosed with emotional disturbance (ED) in the U.S. Current statistics indicate that 28% of students in special education with an ED diagnosis are girls; yet, their perspectives remain largely absent from scholarly discourse. Rooted in critical constructivism, critical feminist theory, and dis/ability studies and critical race theory (DisCrit), this qualitative study aims to elucidate insights that can enhance academic success and elevate high school graduation rates for this demographic. This research investigates the experiences of seven participants from New England, representing both self-contained and inclusion special education settings. Participants engaged in interviews and vision board exercises in order to examine the question, "How do cisgender female adolescents with ED experience either a self-contained classroom or an… [Direct]
(2024). Policy Agency Development in a "Divisive" Education Climate: A Case Study of Preservice Teachers' Social Justice Commitments and Investments in Whiteness. ProQuest LLC, Ph.D. Dissertation, Iowa State University. As "divisive concepts" educational policies continue to be implemented across the United States, it is important to consider how preservice teachers (PSTs) are being prepared for this teaching landscape. Within an upper-level undergraduate education foundations course at a public university in Iowa, this critical case study (Dyson & Genishi, 2005; Merriam, 1998) explored how twelve white PSTs, who identified as women or nonbinary, made sense of state-level "divisive concepts" policies in light of their espoused social justice-based commitments. Using observation, document, and interview data alongside a Critical Race Theory and Critical Whiteness Studies framework (Dixson & Rousseau Anderson, 2018; Matias & Boucher, 2021), this qualitative study interrogated whiteness norms in the face of these policies and the ongoing need to prepare equity-oriented educators. Three findings demonstrated how participants made sense of their social justice commitments… [Direct]
(2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]
(2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]
(2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]
(2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]
(2024). The Time Is Now: Latina Leadership in California Community Colleges. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. The Latinx population in California surpassed 15 million in 2022, constituting 39% of the state's residents. Despite Latinx students making up nearly half of the California Community Colleges (CCC) student body in 2019, there remains a notable lack of Latina representation in CCC leadership. To understand this disparity, a qualitative study examined the experiences of seven Latina leaders working at CCCs. The study revealed factors influencing the participants' pursuit of leadership roles, their challenges in career advancement, and the strategies and resources that facilitated their progress. Theoretical frameworks included Latina/o critical race theory (LatCrit) and Chicana feminist theory. Data analysis uncovered three themes: The first theme, "Crianza Latina"/Latinx Upbringing, explored participants' backgrounds, delving into the impact of their upbringing, involvement in cultural communities, challenges they faced, and the influence of their Latinx heritage. Theme 1… [Direct]
(2024). Inclusive Teaching: Comparing Afro-Latina/o and Non-Afro-Latina/o Educators. ProQuest LLC, Ph.D. Dissertation, Fordham University. The purpose of this phenomenological study was to explore the lived experiences of Latina/o teachers in New York City. Using critical race theory and LatCrit theory as the theoretical framework, 15 participants engaged in semi-structured interviews, focusing on how their racial identities shape their educational and professional paths. Thematic analysis of their responses uncovered diverse perspectives. Participants revealed varied approaches to understanding their racial identities, with some prioritizing nationality or ethnicity over race. Educational environments played a significant role in shaping these perceptions, with experiences as both students and educators influencing their sense of self. Disparities emerged between White and Black Latina/o teachers, particularly in experiences of discrimination faced by Black Latina/o students. Microaggressions were prevalent in higher education for all participants, alongside encounters with colorism and racism within their families…. [Direct]
(2024). A Vignette Study of Nonviolent Communication as a Tool to Promote Racial Equity in School Discipline. ProQuest LLC, D.Ed. Dissertation, University of Louisiana at Lafayette. The overrepresentation of Black/African American students receiving exclusionary discipline in K-12 schools in the United States is a persistent problem that harms Black/African American students' academic outcomes, contributes to social emotional challenges, increases the likelihood of student dropouts, and fuels the school-to-prison pipeline. When examining the issue of school discipline through a lens informed by critical race theory and African American Male Theory, it is evident that the racial disparity in school discipline is influenced by stereotypes, racial stigmatization, implicit bias, and normative baselines for behavior. The utility of nonviolent communication, a process for speaking and listening focused on extending empathy towards others, suspending judgment, and recognizing universal human needs, to mitigate these influences during disciplinary interactions between teachers and students is examined in this study. A vignette survey to measure the impact of exposure to… [Direct]
(2024). Exposing the Disaster Disparities and Experiences on College Campuses. ProQuest LLC, Ph.D. Dissertation, Indiana State University. Challenges in higher education continue to arise, providing administrators with insights into how prepared–or unprepared–their institutions may be for future crises. The purpose of the study is to examine how mid-level leadership, staff, and students perceived the disaster response to Hurricane Ida during the 2021-2022 academic year. Using the theoretical frameworks of the Four-Frame Model (Bolman & Deal, 2021), Critical Race Theory (Delgado & Stefancic, 2017), and Institutional Theory (Manning, 2018), this case study employed interviews with 8 participants. Data analysis resulted in the emergence of 7 major themes and 11 sub-themes. The findings from the study suggest that participants recalled receiving varying frequencies of communications from their university, multiple sources of information were utilized, leading to rumormongering, student and employees determined evacuation plans independent of their university communications, the flow of information following a… [Direct]
(2024). Mentoring New Teachers of Color: How Induction Mentors Characterize Their Preparation and Practices That Support New Teachers of Color. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study applied critical race theory (CRT) to provide a lens through which to critically analyze the preparation and described practices of White mentors in providing support to new teachers of color as they navigate racism in education contexts as novice educators. The purpose of this study was to explore induction mentors' perceptions of their preparation and characterization of their practice in supporting teachers of color new to the teaching profession. Two research questions guided the inquiry: RQ1 focused on mentors' post-preparation-program perceptions regarding their readiness to support new teachers of color, while RQ2 explored how mentors characterized the practices they would employ in supporting these teachers. This study employed a qualitative research approach through a local program document analysis and semi-structured interviews of White induction mentors within the local program. Data underwent three phases of analysis: a priori coding, open thematic coding, and… [Direct]
(2024). "Overcoming Is Everything": Testimonios from Latina School Leaders Navigating Eurocentric Curriculum. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. The purpose of this study was to unveil how school leaders, particularly school principals, navigate Eurocentric curricular structures in the implementation of bilingual programming. This is a relevant study given the widespread issues and concerns circulating around the achievement of English Learners, recent immigrants, and the politicized arena of testing and accountability. The research question that guided this study was: 1) How do school leaders navigate Eurocentric curricular structures in efforts to implement EL programming? In order to build background knowledge and layout the framework for this study, critical race theory, LatCrit, testimonio and eurocentrism had to be explored with a detailed situated literature review laying that foundation. "Testimonios" are a pathway for Chicana/Latinas to bring forth their stories and find solidarity with others who share their struggles (Saavedra, 2011). The findings in the study suggest that school principals navigate… [Direct]
(2024). Building a More Diverse Teacher Workforce: The Teacher Preparation Experience through the Eyes of Teacher Candidates. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Teachers of Color (TOCs) make up just 20% of the teacher workforce in the United States, while the proportion of Students of Color (SOCs) has steadily grown to over half the nation's student population. To increase the ethnoracial diversity of the U.S. teacher workforce, teacher preparation programs (TPPs) must increase the number of Teacher Candidates of Color (TCOCs) who enroll in and complete their programs so they can be successfully prepared for the profession. In this study, interviews were conducted with teacher candidates (n = 16) who were enrolled in either a multiple-subject or single-subject credential preparation program at a large, public university. Using a conceptual framework of critical race theory (CRT) and critical whiteness studies (CWS), this qualitative study explored how teacher candidates have experienced this TPP, which is focused on culturally responsive teaching. The perceptions of TCOCs and White teacher candidates (WTCs) were analyzed, including how… [Direct]