abstract: ABSTRACT Parental involvement is vital to student success academically as well as socially (Jeynes, 2007; Kim & Hill, 2015). The purpose of this mixed-methods action research study was to examine the perceptions of parental involvement of parents and teachers in a Title I school. A training session intervention, Social Hour, was designed using the Heath and Heath change model (2010) to create an opportunity to learn about parental involvement and educate the school community on the Epstein’s six-types of parental involvement (Epstein, 1987). The goal of the Social Hour workshop was to address the challenges and barriers to parental involvement, previously listed in the literature. Using the lens of Critical Race theory (Blalock, 1967) ensured that the research gives a voice to those who are often marginalized while also helping parents and teachers build a relationship of trust and understanding using principles of Community of Practice (Wenger, 2009). The results of this study indicate that Social Hour-type learning events are significant in the change to perceptions of parental involvement. The participants had a lower level of confidence at the beginning of the session than at the end. Additional qualitative results also suggest a change in attitude after attending the Social Hour. Participants noted they had more energy about parental involvement and were encouraged that parental involvement does not require them to volunteer more; that it is more about being engaged in their child’s education. Overall, participants reported an increase in confidence and had a positive view of parental involvement based on attending the Social Hour workshop. Keywords: Parental involvement, Critical Race theory, Epstein Six Types of Parental involvement / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

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Research studies have revealed that African-American women are disproportionately underrepresented in senior and executive leadership positions compared to European-American female and male counterparts at public and private predominantly White institutions, despite their increased representation in university senior leadership positions. The purpose of this basic qualitative study was to discover the meaning and understanding of African-American women's career pathway experiences ascending to executive positions at these institutions. Critical race theory and Black feminist thought lenses were used as frameworks to understand participants' career pathways, barriers, and facilitating factors advancing toward leadership. LinkedIn recruitment and snowball sampling led to 9 participants who self-identified as African American/Black multi-ethnic women currently or previously worked in senior and executive-level roles. Each participant's interview was analyzed for codes and themes. Seven themes that emerged suggested that although participants experienced barriers and challenges as impediments, facilitating factors of a strong support system of mentors, role models, and faith enabled them to persevere. The participants reported having inherited a legacy of self-determination, self-reliance, resilience, family, community, and church preparing them for their career pathways. This empowered them to navigate barriers and challenges while taking advantage of facilitating factors into leadership. The positive social change implications of this study provide recommendations to both prospective African-American women aspiring career pathways in senior and executive leaders and the institutions themselves that may increase such leadership at higher education institutions.

This thesis analyses materials – a set of guidelines and a presentation – provided for officials  who assess claims related to sexual orientation and gender identity within the Australian  government’s Department for Immigration and Border Protection. The analysis is conducted  using critical discourse analysis to see if the lexicon shows a white heterosexual bias, and if it  does, how the bias is manifested within the guidelines, especially within the context of the  gender binary. The theoretical framework primarily uses Critical Race theory, but also  combines elements of Said’s Orientalism, and absence and presence theory. The results show  that the guidelines do have a white heterosexual bias, which manifests itself in the form of,  Western superiority, stereotypes about LGBT+ people, as well as an undertheorized portrayal  of the gender binary. The findings contribute to research within the queer asylum field,  especially with regards to research on migration from a non-gender-binary perspective.

In 2016, Colin Kaepernick, the former starting quarterback for the San Francisco 49ers, unknowingly bartered his athletic aspirations by exercising his First Amendment Right to freedom of expression. Frustrated with what he and many others perceived as pervasive extrajudicial tactics of law enforcement and a seemingly incessant lack of accountability from the American legal system, Kaepernick silently protested by sitting during the playing of the National Anthem. Although, Kaepernick's actions begun as a singular, almost imperceptible act, he has ultimately redefined the significance of taking a knee, and etched his name in a long list of other malcontents in the struggle for racial equality in America. The purpose of this study is to explore in detail one of the most polarizing components of the Black Lives Matter Movement (BLM) and Black Social Protests in the United States. Analysis of social media content will argue the value of the Kaepernick "Anti Flag/Anthem" Protest, from a communication-cultural perspective. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Research suggested that African American women (AAW) leaders are overlooked as candidates for senior level positions in organizations. The problem that prompted this study was the lack of empirical research surrounding the intersectionality of race and gender and how this dual identity informed their leadership development and excluded AAW from the leadership promotion group identified by organizations. The research questions addressed how AAW described their career trajectory, strategies that were used to transform institutional barriers into leadership opportunities, how AAW leaders perceived their dual identity as contributing to their unique organizational experiences, and how AAW leaders perceived their role as mentors. This study was grounded in the critical race theory (CRT) as it pertains to the concept of the intersectionality of race and gender. Semistructured interviews with a purposive sample of 12 participants were used to obtain data along with thematic coding to analyze the data. Key findings included the women expressing both subtle and blatant racial and gender discrimination in the workplace. The participants identified self-advocacy as crucial to their success along with having strong mentors. One of the main conclusions was that the corporate world is a long- standing, white, male network and continues to be an obstacle for women in today's workplace. Recommendations for future research include studying bi-racial women and women who are in lower managerial roles to identify whether they experience similar obstacles as women in senior leadership roles. Social change implications include organizational modifications across multiple industry types that would create more positive perceptions, descriptions, and trust in the leadership abilities of AAW.

Several researchers have identified social capital as a means to improve the social sustainability of communities. While there have been many studies investigating the benefits of social capital in homogeneous White communities, few have examined it in Black homogeneous communities. Also, there has been limited research on the influence of racism on social capital in African American communities. In this dissertation a comparative case study was used within a critical race theory framework. The purpose was to explore the role of racial oppression in shaping social capital in majority African American communities. Data were collected from 2 majority Black communities in Florida. The collected data included reviews of local news reports, voter turnout reports, and community health assessments, along with focus groups and semi structured interviews with a purposive sample of 20 of the communities' African American residents. Benet's polarities of democracy model was employed to analyze the relationship between racism and social capital. Analysis included inductive coding followed by pattern matching to identify overarching themes between the selected cases. One key theme was that perceived racial disparity inhibited bridging and linking social capital in the selected communities. Another key theme was that racism created social capital deficiencies and a dysfunctional community culture, which limited the capacity to address collective issues. Social change implications include specific policy recommendations to state and local leaders to increase the participation of Black community members in democratic processes. Additionally, this research has potential to improve understanding of the various ways that racism may affect Black Communities.

Data shows that there is an overall dearth of Asian Americans in the role of the principalship in K-12 public schools. According to the Department of Education (2019), Asian Americans made up 5% of the national student population, but less than two percent of all K-12 public school principals identified as Asian. This mixed methods study is designed to provide insight into why there is an underrepresentation of Asian Americans in roles of the principalship in K-12 public schools. Through the theoretical framework, Asian Critical Race Theory, the aim of this dissertation study is to a) examine the factors that may hinder or encourage Asian Americans from embarking on the journey towards the principalship and b) make recommendations and observations on how to break through the existing barriers that may inhibit Asian Americans from pursuing the role. The dissertation studied 92 principals and assistant principals in K-12 public schools and utilized a quantitative methodology with a questionnaire and a qualitative methodology with semi-structured interviews, focus groups, and field notes as data sources. Findings indicate that it is still difficult to be viewed as a competent, Asian American principal. Additionally, women experienced an added layer of challenges related to their gender; and first- and second-generation participants experienced greater difficulty in navigating the system. The findings hope to be the catalyst for promoting more Asian American principals in ways that their voices and stories may be heard. Moreover, this emancipatory research can serve as a liberating experience and contribute to the greater Asian American community, specifically our students. As we continue to make strides towards a more equitable and diverse society, we must prioritize our efforts to truly diversify our educational systems, which include understanding biases and breaking through the bamboo ceiling.

The purpose of this narrative study is to share a comprehensive and holistic understanding of the teaching philosophies of Black women science teachers. The theoretical lenses of Critical Race Theory and Black Feminist Thought are used to explore historical and contemporary experiences of Black teachers over time, to explain how and why there are so few women in science classrooms today. The pedagogical practices of Black women of the past are explored to reveal what is possible and needed in today’s science classrooms. The qualitative study used open-ended questionnaires, semi-structured interviews, and Sista Circles to center the narratives and experiences of the 32 participants, honoring their counter-stories and valuing their experiences. The findings of the dissertation are shared as two manuscripts: the first focuses on how Womanist Pedagogy is exemplified in Black women science classrooms. The second findings chapter focuses on how the participants discuss anti-racist teaching in their science classrooms as described in three frameworks: liberatory pedagogy (hooks, 1994); Culturally Relevant Pedagogy (Ladson-Billings, 1994); and Historically Responsive Literacy (Muhammad, 2000). Historically relevant science pedagogy is a theoretical contribution offered by the author to the science education community to enact anti-racist practices. By highlighting the pedagogical practices of Black women science teachers, this study aims to transform the practices within science teacher education and professional development fields.

As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap, yet the practices associated with them are in danger of meeting the same fate as multicultural education. A lack of knowledge about the theory, practice, and implementation of culturally relevant pedagogy has led to ineffective attempts to meet the needs of students most at risk (White-Clark, 2005). Using the five themes of Critical Race Theory (Solórzano & Yosso, 2001) as the theoretical framework, the research examined how teachers perceive and implement culturally relevant pedagogy, and how students and their families perceive and evaluate these practices. This research conducted at a inner city, charter elementary school was grounded on Ladson-Billings‘ work on culturally relevant pedagogy and the three concepts of knowledge that she identified that teachers must bring to the classroom and impart to their students: a) Academic achievement, b) Cultural competence, and c) Sociopolitical consciousness (Ladson-Billings, 2001). The educational significance of this study resides in an analysis of its potential to influence teaching practices in many existing classroom settings that have an ethnically diverse population of students. On a micro level, through the use of catalytic validity and ongoing dialogue with the participants, the potential arose for members of the school community to have greater input in the structuring of their children‘s education. As members of the school community engage in future decisions regarding culturally relevant strategies, these research findings offer them an informed and critical perspective to work from.