Thesis advisor: Lauri Johnson / This qualitative case study explored how educators of color experienced recruitment and hiring practices in the Cityside Public School District (pseudonym). It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Two research questions guided this individual study: (1) How do Cityside educators of color experience Cityside’s recruitment and/or hiring processes? (2) What practices and policies might Cityside school and district level leaders utilize to increase the number of educators of color recruited and hired? Data for this study were collected from semi-structured interviews with nine Cityside faculty of color and with six Cityside administrators (of different races), as well as from a document review. Analysis of these data through the lens of Critical Race Theory (CRT) revealed study participants’ perception that implicit racial bias had the potential to negatively impact Cityside's hiring of educators of color. Additionally, leveraging social networks as an essential recruitment strategy to increase the presence of educators of color, and the benefits of hiring committees with a racially diverse membership, emerged as key findings. Finally, this study illuminated counter narratives that powerfully captured instances of microaggressions and perceived racism experienced by Cityside educators of color. Recommendations include requiring professional development with an anti-bias focus for all hiring committee participants, increasing the utilization of social networks to enhance recruitment efforts, ensuring a racially diverse composition of hiring committees, and actively seeking the counter narratives of Cityside educators of color. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.

abstract: Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes testing program taking public schools in the right direction. Did the students perceive the program having an impact on retention, drop outs, or graduation requirements? What were the perceptions of Navajo students in Navajo reservation schools as to the impact of high-stakes testing on their emotional, physical, social, and academic well-being? The specific tests examined were the New Mexico High School Competency Exam (NMHSCE) and the New Mexico Standard Based Assessment (SBA/ High School Graduation Assessment) on Native American students. Based on interviews published by the Daily Times of Farmington, New Mexico, our local newspaper, some of the students reported that the testing program was not taking schools in the right direction, that the test was used improperly, and that the one-time test scores were not an accurate assessment of students learning. In addition, they were cited on negative and positive effects on the curriculum, teaching and learning, and student and teacher motivation. Based on the survey results, the students' positive and negative concerns and praises of high-stakes testing were categorized into themes. The positive effects cited included the fact that the testing held students, educators, and parents accountable for their actions. The students were not opposed to accountability, but rather, opposed to the manner in which it was currently implemented. Several implications of these findings were examined: (a) requirements to pass the New Mexico High School Competency Exam; (b) what high stakes testing meant for the emotional well-being of the students; (c) the impact of sanctions under New Mexico's high-stakes testing proficiency; and (d) the effects of high-stakes tests on students' perceptions, experiences and attitudes. Student voices are not commonly heard in meetings and discussions about K-12 education policy. Yet, the adults who control policy could learn much from listening to what students have to say about their experiences. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

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