The community college is one of the most diverse institutions of higher learning in regards to the make-up of its student population. However, with such a large representation of diversity within its student population, the community college has not been as successful in diversifying the community college presidency. The purpose of this research study was to examine the career paths, barriers, and professional experiences of African American community college presidents and White community college presidents. A secondary purpose of this study was to examine potential recruitment strategies to recruit minority administrators. A total of 176 African American and White community college presidents were surveyed, and 105 (N = 105) surveys were used for the study. Fiftyive surveys were from White/Caucasian community college presidents and fifty surveys were from Black/African American community college presidents. A self-developed survey (Presidents’ Survey) was used to collect the data. Chi-Square, Analysis of Variance, frequencies, and percentages were used for data analysis. Results of the study indicate that African American and White community college presidents differ significantly in terms of marital status, graduation from a historically Black college or university (HBCU), make-up of student body at their institutions, location of their institutions, and in attendance of leadership development workshops. Results of the statistical analysis are presented in narrative and table form to answer the five research questions. The study concludes with a summary, conclusions, implications, and recommendations for further research.

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The purpose of this study is to examine the relationship between building conditions and student achievement of students identified in the subgroups of poverty and minority in high schools in the Commonwealth of Virginia. The targeted population was identified by using the study conducted by Crook (2006) which included information obtained from seventy-two high schools across the Commonwealth of Virginia. Building conditions used in the study were based upon the responses received from principals on the Commonwealth Assessment of Physical Environment (CAPE) form. The scaled scores of economically disadvantaged students and minority students on the Standards of Learning tests administered in grades nine through eleven during the 2004-2005 school year were used to measure student achievement. The status of economically disadvantaged students was controlled by the classification of a student receiving free and reduced-priced lunch during the 2004-2005 school year. The status of minority students was controlled by ethnicity as reported by the individual schools to the Virginia Department of Education for the 2004-2005 school year. Two basic research questions guided this study and the researcher used t-tests to compare dependent variable means across independent variables. The research questions include: Is there a significant difference between the scores of economically disadvantaged students housed in building conditions rated substandard and those housed in buildings rated standard in the high schools in the Commonwealth of Virginia? Is there a significant difference between the scores of minority students housed in buildings rated substandard and those housed in buildings rated standard in the high schools in the Commonwealth of Virginia? This study found an inconsistent relationship between building conditions and the achievement of economically disadvantaged students. Therefore, the conclusion is that the condition of the school building does not apparently influence the achievement of economically disadvantaged students when they are housed in inferior buildings. In addition, this study found a positive relationship between building conditions and the achievement of minority students in the majority of the achievement measures. Therefore, the conclusion is that the condition of the school building does in fact influence the achievement of minority students when the building is in poor condition. / Ed. D.

Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses were also examined. The results of the study yielded significant enrollment gaps between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools. / Doctor of Education / Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The researcher also simultaneously examined the possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses. The researcher found that significant gaps exist between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools.

Every stockholder of a corporation has certain rights incident to his status as a stockholder. Such rights are not particularly the rights of a minority stockholder. That is to say, a stockholder merely because he is a stockholder, has certain privileges because of his holding of stock which he can assert no matter who controls the corporation. These privileges, strictly speaking, are not rights peculiar to minority stockholders; they belong to all stockholders. It was unnecessary to discuss every conceivable right which a stockholder may possess because he owns a share of stock. Many rights are provided for in the articles of association and by-laws. We will review here the important rights which are frequently breached to the detriment of a minority stockholder. The important rights of stockholders are: (1) Right to be present at meetings, (2) Right to transfer stock, (3) right to participate in profits, (4) right to subscribe to increase in stock, (5) right to share in assets upon dissolution, and (6) the right of inspection. Listed above are only those rights which a minority stockholder has in common with all stockholders, of which he as an individual stockholder might be deprived, and which he can enforce for his own personal benefit. Next, there are the rights which all minority stockholders have, which protect them against the domination of the majority. These rights enable a minority stockholder in certain circumstances to complain of the action of the majority, that is, the action of the corporation. For the action of the majority is the action of the corporation. It may be said in general that the courts sometimes hesitate to interfere with the management of a corporation. If it were otherwise, the dockets of the courts would be crowded with the complaints of disgruntled stockholders. There are three main classes of cases where minority stockholders may obtain relief from the acts of the majority, namely, where such acts are illegal, where they are outside the corporate powers, and where they are fraudulent or oppressive. A few instances of fraudulent action is (1) voting excessive salaries, (2) obtaining inequitable contract, (3) fraudulently favoring competitor, (4) refusal to declare dividends, (5) wrongful transfer or entire assets, (6) watered stock, (7) fraudulent reorganization, and (8) fraudulent dissolution. / M.S.