(2022). The Impact of Mentoring in Closing the Achievement Gap for Black Male Students at a Predominantly White University in Tennessee. ProQuest LLC, Ed.D. Dissertation, East Tennessee State University. This phenomenological study addressed the factors of an institutionalized peer to peer mentoring program that fostered academic success and persistence among Black male students graduating from a predominantly White four-year public university in Tennessee through the lens of the critical race theory. Data was gathered through face-to-face, open-ended, semi-structured interviews via Zoom with twelve participants that graduated between 2014 and 2022. Study participants were grouped into group 1 as those Black male students that were not impacted by the global pandemic and group 2 as those Black male students that were impacted by the global pandemic. Emerging themes and categories were identified by coding and analyzing the interview data. The themes that were identified were early intervention, impact of peer led mentoring, benefits of building strong relationships, safe spaces on campus, and the integration of mentorship programs into communities. The findings may provide higher… [Direct]
(2022). The Impact of Mentoring in Closing the Achievement Gap for Black Male Students at a Predominantly White University in Tennessee. ProQuest LLC, D.Ed. Dissertation, East Tennessee State University. This phenomenological study addressed the factors of an institutionalized peer to peer mentoring program that fostered academic success and persistence among Black male students graduating from a predominantly White four-year public university in Tennessee through the lens of the critical race theory. Data was gathered through face-to-face, open-ended, semi-structured interviews via Zoom with twelve participants that graduated between 2014 and 2022. Study participants were grouped into group 1 as those Black male students that were not impacted by the global pandemic and group 2 as those Black male students that were impacted by the global pandemic. Emerging themes and categories were identified by coding and analyzing the interview data. The themes that were identified were early intervention, impact of peer led mentoring, benefits of building strong relationships, safe spaces on campus, and the integration of mentorship programs into communities. The findings may provide higher… [Direct]
(2022). Impact of Living Learning Communities on Underserved Minority Students at a Regional Comprehensive University. ProQuest LLC, D.E. Dissertation, Eastern Kentucky University. As access to higher education for underserved minority (USM) students has consistently increased over the past 20 years, college and university campuses across the United States have observed an achievement gap between USM students and their white counterparts (Brown, 2019; Doan, 2015; Flores, Park & Baker, 2017; Pope, 2002; Ramos; 2019). This achievement gap is acute and carries significant consequences if not addressed. As campuses seek to find solutions to close this achievement gap, it is essential to identify strategies that meet the needs of USM students instead of waiting for students to adapt to higher education and campus culture (Aries, 2008; Gross, 2017). Utilizing the theoretical framework Astin's (1984) Theory of Student Involvement, Astin's (1993) I-E-O Model and Critical Race Theory, this qualitative study explored the impact of living learning communities (LLCs) on the college success of underserved minority (USM) students at Southern Regional University. Through… [Direct]
(2022). Community College Retention Initiative: A Qualitative Study on the Lived Experiences of Black Males Entrenched in a Mentoring Program at One Associate-Level College in the Southeastern Region. ProQuest LLC, D.E. Dissertation, Eastern Kentucky University. The purpose of this qualitative case study was to explore the lived experiences of graduates of a Black Male Initiative (BMI) mentoring program at one associate-level College in the southeast region and the impact mentoring had on the participant's success at the college and its impact on obtaining their degree. Critical Race Theory (CRT) was the theoretical framework shaping the study, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study (1) How do graduates of the mentoring program view their success with the program? (2) What do students taking part in the mentoring program have to say about their experience at the college? (3) What do the mentoring program participants believe was the most beneficial aspect of the program? The researcher interviewed five Black males to capture their lived experiences while attending associate-level college to conduct the study. Each… [Direct]
(2021). Exploring Latina Students' Understanding of the Financial Aid Process: A Qualitative Narrative Inquiry. ProQuest LLC, Ed.D. Dissertation, Rowan University. Latina students face numerous barriers within the financial aid application process that impact the success rates of their higher education attainment. The financial aid application process is initiated through the completion of the Free Application for Federal Student Aid (FAFSA). Unfortunately, the FAFSA, as it is currently written is not beneficial to students from low socioeconomic backgrounds, students of color, and first generation college students, due to the cultural and linguistic hegemony that is present with the FAFSA application (Kimble, 2012; Taylor, 2019). Such hegemonic dominance within the financial aid application process, perpetuates the systemic racism that is present within the financial aid industry (Delgado Bernal, 2002; Perez Huber, 2010;Perez Huber & Solorzano, 2015; Solorzano, 1998; Solorzano & Delgado Bernal, 2001;Valdes, 1996, 2005; Villalpando, 2004), thus impacting the higher education attainment rates of Latina students. For this study, Latinx… [Direct]
(2023). A Critical Discourse Analysis of HBCUs and Their Place in Science and Technology from 1979-80 as Told by Four National Newspapers. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. This study was an investigation of how national newspapers contributed to the reproduction of racism as they reported on Historically Black Colleges and Universities (HBCUs) and the need for more Black Americans in STEM programs. The existence of racism in newspaper discourse reaffirms the long-standing perception that HBCUs, and the Black Americans they serve, do not deserve full educational participation in society. The lack of diversity in STEM fields represents a key area where a critical exploration of how HBCUs are described is needed. Specifically, four national newspapers, the Los Angeles Times, the New York Times, the Wall Street Journal, and the Washington Post, printed during the period of March 7, 1979, to December 12, 1980 were explored. Critical race theory provided the theoretical foundation of the study to explain why racism is a continued aspect of society that limits the STEM access of HBCUs. The research question for the study sought to understand the constructed… [Direct]
(2023). "I'm Kind of Woke": A Teacher Action Research Study of a Social Justice Literature Course in a Privileged Community. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. The many manifestations of social justice education center the experiences of the marginalized and oppressed to create a more democratic society. In recent years, scholars have begun to argue that privileged students, not the marginalized, should be the target of social justice education, advocating for a pedagogy that puts the onus on the privileged to dismantle white supremacy and other systems of oppression. This teacher action research study uses social and cultural capital theory and critical race theory, specifically critical whiteness studies, to analyze the experiences of high school seniors enrolled in a new social justice literature course in a privileged community in northern New Jersey. Using ethnographic and action research methods, including fieldnotes, interviews, student work artifacts, audio of class discussions, personal reflections, and more, this study explores how privileged students and their teacher navigate an English language arts curriculum that deals with… [Direct]
(2021). Development of a Model of Diversity, Equity and Inclusion for Sport Volunteers: An Examination of the Experiences of Diverse Volunteers for a National Sport Governing Body. Sport, Education and Society, v26 n9 p966-981. This study explores the meaning of inclusion among Black, Brown and Indigenous Persons of Color (BIPOC) and LGBTQI+ volunteers of a national sport governing body. The study situates itself within socio-ecological and critical race theories to (a) examine the experience of inclusion (or lack thereof) for minoritized volunteers and (b) identify hindrances and enablers of inclusion. Volunteers perform essential roles within sport organizations, and increased diversity, equity, and inclusion is central for justice and performance reasons. However, limited research exists which critically examines the experience of volunteers from traditionally underrepresented populations. This study seeks to fill that gap. Improving diversity and inclusion within NGBs is not only likely to improve organizational performance, but also addresses issues of good governance and social justice. Semi-structured interviews coupled with narrative inquiry were employed to collect and analyze data. Findings… [Direct]
(2021). Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village. Journal of School Leadership, v31 n1-2 p29-49 Jan-Mar. This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced… [Direct]
(2021). Understanding the African American Male Student Experience of Being Diagnosed with Emotional Disturbance through the Use of Counter-Storytelling. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. In the U.S. educational system, it is too common to see African American males overrepresented in special education classrooms, including segregated special education settings. African American males continuously experience disproportionate representation and placement in special education, especially under the label of ED (Harry & Anderson, 1994). Twice as many African American students in the United States are receiving services for Emotional Disturbance than their White counterparts. Students who are labeled with ED have the lowest educational outcomes as well as lower success rates in life than "any" other disability classification (Merrell & Walker, 2004). The consequences of the ED label can be devastating for African American males. This qualitative case study aims to fill a gap in the literature by using counter-storytelling, through the theoretical framework of Critical Race Theory, to privilege African American students' voices in order to develop a… [Direct]
(2021). Surviving to Thriving: Black Women Navigating the Urban Superintendency. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This dissertation study explores the lived experiences of Black women leaders of public school districts across the United States. Black women superintendents comprise roughly 2% of urban superintendencies in the United States, so understanding their journeys to and experiences in the position is critical to understanding ways that these systems do, do not, and can support these change leaders who bring vital knowledge, skills, and values to the districts and people they serve. The study is grounded in the theoretical frameworks of Critical Race Theory, Tempered Radicalism, Intersectionality Theory, Gendered Racism, and Black Feminist Thought. Black women superintendents from across the country were interviewed about their experiences on the path to the superintendent role; their roles, both formal and informal; their motivations and ways they sustain themselves; and their recommendations for Black women leaders who are superintendents and those who wish to become superintendents…. [Direct]
(2018). The Intellectual War Zone: An Autoethnography of Intellectual Identity Development Despite Oppressive Institutional Socialization. Journal of Diversity in Higher Education, v11 n3 p325-346 Sep. This article utilizes the qualitative methodology of autoethnography for examining how doctoral programs create intellectual war zones for African American students through oppressive institutional socialization. Theoretically grounded in critical race theory, I utilize my counternarrative as an African American graduate student to describe the oppressive institutional socialization I encountered. This oppressive socialization was transmitted through the admission of racially and ideologically homogenous students, marginalizing course curriculum, and instructional classroom practices. I illustrate how each of these institutional decisions created a context that required an African American doctoral student to fight unspoken dichotomies such as the struggle between developing my intellectual identity and enduring institutional oppression. I also discuss the supports of my doctoral journey in an effort to highlight strategies that predominately White institutions (PWIs) can utilize to… [Direct]
(2021). Fostering Spaces for Black Joy in STEM-Rich Making and Beyond. Journal of Effective Teaching in Higher Education, v4 n2 p118-134. What does it mean to express Black joy and loving blackness through STEM-rich making? What does it mean for Black youth in community-based, youth-focused makerspaces to express Black joy and loving blackness? We look at how Black youth alongside their facilitators co-create spaces of Black joy through making. These makerspaces are located at two local Boys and Girls Clubs in the US Midwest and the Southeast. Makerspaces are informal sites where youth are encouraged to work collaboratively while building digital and physical artifacts. As two Black female STEM educators working with Black youth we frame our work in critical race theory. Specifically we draw on the tenets of whiteness as property and counter-narratives. Using critical ethnographic methods, we explore the ways in which Black youth produce counter-narratives that disrupt whiteness as property through STEM-rich making. Data sources include fieldnotes; artifacts, such as youth work; interviews; and video recordings. The… [PDF]
(2018). To Sustain Tribal Nations: Striving for Indigenous Sovereignty in Mathematics Education. Educational Foundations, v31 n1-2 p9-37 Spr-Sum. That education is empowering is one of the U.S.'s most sacred tenets; however, for many Indigenous students, schooling has been intentionally damaging. Drawing on semi-structured interviews, in this article I highlight tribal education leaders' sensemaking about the paradoxes and promises of their work in education, as they navigate the antinomical ideas that education can be both empowering and damaging. Rooting analysis in Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005), I connect tribal nation-building with various Indigenous educational efforts, including opportunities provided by the charter school movement. Findings highlight values that Indigenous leaders hold for their students' education, including cultural and linguistic sustenance, cultural congruity, and self-determination. Using mathematics as a lens to examine some of the contours of Native education, analysis illuminates complexities inherent in Indigenous education and tribal nation-building…. [PDF]
(2018). Needles in a Haystack: An Exploratory Study of Black Male Teachers in England. Management in Education, v32 n4 p167-175 Oct. This article draws on a study of black male teachers who teach in primary schools, and aims to contribute to studies of black, Asian and minority ethnic (BAME) teachers. Interviews with 10 participants examine the nexus of professional and social identities and how these are (re)constructed in or by schools. The teachers' agentic actions provide insight into the intersections of race, ethnicity, gender and class, and point to the ways that social and professional identities are in a constant state of (re)formation as black male teachers traverse (and tiptoe) within and between social and professional contexts. Critical race theory (CRT) and intersectionality explore teachers' racialized experiences and perceptions of black male primary school teachers. Findings suggest that black male teachers' agentic actions support them in (re)constructing their professional roles and in the negotiation of their identities in primary schools…. [Direct]