Thesis advisor: Ana Martínez Alemán / Persistent critiques regarding the lack of racial diversity in higher education have sparked institutions to implement an array of diversity programs and policies. In concert, states have crafted policies mandating the benchmarking and reporting of institutional diversity efforts. These policies have resulted in the development of institutional reports that both monitor an institution's efforts and highlight aspirations. The increased focus on diversity has occurred within the landscape of shifting institutional diversity. The diversification of institution type is exemplified by the growth in Hispanic Serving Institutions (HSIs), which in the past 20 years, have doubled and grown to educate over 60 percent of Latinx students (Galdeano, Hurtado, & Núñez, 2015). This dissertation considers unaddressed questions regarding diversity discourse within diversity plans and key institutional artifacts HSIs. Specifically, it examines the characterizations of racial diversity, how the discourse of race informs campus framing of Latinx students as raced subjects, and how policy problems and solutions are constructed within these institutions. Engaging critical discourse analysis, this study examines the diversity, equity, or inclusion report at 24 public institutions located in three distinct policy environments - Florida, New York, and California. Through a critical race theory framework, this work explores the discourse of racial diversity at these institutions. Key finding from this study includes the ways in which the diversity plans serve to both lay a foundation for a shared definition of diversity but, in so doing, advance the erasure and essentialization of various identities resulting in a narrow characterization of Latinx. Additionally, the research illustrates how institutions leverage their HSI identity for financial gains. Given the national discourse of advancing racial diversity in higher education, this research presents findings on the current landscape as well as provides recommendations for practitioners aiming to promote the construction of diversity policy that can deliver on this agenda. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

<p>Rural communities across the United States are experiencing a rapid increase in the number of immigrant students. While the number of culturally and linguistically diverse students continues to grow within midwestern states, the demographics of teachers remain white, female, and monolingual. Often teachers have little to no training working with students and their families whose backgrounds differ from their own. Thus, there is a greater urgency for teachers to develop culturally competent teaching practices that address the needs of all students. The purpose of this year-long, school-based narrative inquiry was to examine the beliefs, attitudes, and practices of rural educators as they described their work with Latinx immigrant, elementary students, negotiated the “space” between a professional and personal identity and demonstrated an ethic of care. This inquiry is arranged into “livings, tellings, retellings, and relivings” (Clandinin & Connelly, 2000, p. 70) and serves to shed light on the entwined lived experiences of myself, my participants, and the community in which we reside. Swanson’s Middle Range Theory of Care (1991, 1993) served as the conceptual framework that illuminated how my participants discussed working with and caring for their Latinx immigrant students. Findings from this study support teacher education by providing practical recommendations for promoting culturally responsive practices, grounded in care, for preservice (PST) and in-service teachers. </p>

Within the CCC system, mathematics has been identified as the most considerable barrier to persistence, transfer, and degree completion (Cooper et al., 2022). Recent research corroborated the notion that mathematics serves as a gatekeeper for Black and Latinx students; historically, this subject has impeded students of color from accessing educational opportunities in science, technology, engineering, and math (STEM; Joseph et al., 2021). Consequently, mathematics has evolved into a racialized impediment for students and, by extension, STEM graduates. Recognizing mathematics’ critical role in shaping students’ future prospects, the state legislature introduced California Assembly Bill 705 (AB 705; California Assembly Bill 705 [AB 705], 2017) to provide an intervention implemented in the fall of 2019. The purpose of this study was to examine how Black and Latinx working-class STEM students interpret and derive meaning from their mathematics trajectories, as well as the strategies they develop to navigate transfer-level mathematics environments in post-AB 705 (2017) contexts. Utilizing critical race theory (CRT) as a framework, the research documented students’ counter-narratives with the aim of enhancing transfer rates and STEM transfer readiness for students of color in STEM fields. Additionally, the study established connections between the policy and existing research on STEM momentum and transfer success through the voices of students of color. Five self-identified Black and Latinx students who enrolled at a CCC in the fall of 2019 or later and transferred to either a UC or CSU in the fall of 2023 as a STEM major were interviewed. Additionally, all participating students received the California Promise Grant (California Community Colleges Chancellor’s Office, 2017) at some point in their CCC careers, which served as a proxy for their socioeconomic status. To further provide context, one STEM counselor and one CCC math instructor with at least 5 years of experience supporting Black and Latinx working-class STEM students were interviewed. The counter-narratives reveal systemic flaws in the education system, from secondary education through community college. Their stories identified systemic barriers primarily in secondary education that hinder the recognition and development of working-class Black and Latinx students’ potential. Additionally, as the student participants transitioned to college, structural racism and classism continued to create barriers to success in transfer-level math courses in community colleges. Concurrently, student narratives highlighted the pivotal aspects at community colleges that contribute to their success, including supportive academic environments, culturally responsive teaching, and inclusive communities, thereby highlighting the barriers and challenges that arise when such aspects are absent in transfer-level math and the STEM pipeline.

Thesis advisor: Lauri Johnson / This qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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This study was the first to examine the impact of immigrant-focused public policy on the educational outcomes of Latinx students in professional nursing. Between 2001-2020, 34 states adopted policies that either provided or prohibited in-state resident tuition (ISRT) and/or state financial aid (SFA) to undocumented students. Deferred Action for Childhood Arrivals Act (DACA) passed in 2012 gave a new group of largely Latinx, college-age immigrants unprecedented access to public higher education and employment. A rapid increase in the proportion of nursing degrees earned by all Latinx students, not just those who were undocumented, occurred concurrently with these federal and state-level policy changes. This study utilized fixed-effects panel analysis to estimate the relationship between DACA, ISRT, and SFA policies for undocumented students on the percent of nursing degrees earned by Latinx students between 2005-2020. None of the policies analyzed in this study were significant predictors of Latinx nursing degree completions. Broad cohesion among all models instead pointed toward the importance of gains in overall degree production among all Latinx college students, underscoring the important role of higher education in the creation of environments that support the success of students from this target population.

When students are academically qualified to attend a four-year college or university but instead enroll at a community college, they are considered academically undermatched. Research suggests that Latinx students are more likely to academically undermatch than their peers yet they remain the least likely to complete an upward transfer to a university and earn a baccalaureate degree. The purpose of this study was to explore the enrollment decisions of, and familial influences on, Latinx students who were admitted to a university but who initially enrolled at a community college. Using community cultural wealth and funds of knowledge as theoretical frameworks, I examined the narratives of 13 Latinx students and the parents of five of those students. Nine student participants were female and four were male, ranging from 19 to 31 years old. Parent participants were four females and two males, ranging from 43 to 52 years old. Findings from this study are divided into two parts. Student findings revealed navigating the pathway to college was fraught with limited information, even though students acknowledged they had access to resources and their high school counselors and teachers helped in the college search process. However, students still did not feel that crucial information they wanted or needed was available. Parent findings uncovered how parental aspirations and perceptions of opportunities in the United States served as a foundation for helping students aspire to attend college. Based on these findings, higher education practitioners would do well to use inclusive frameworks, such as community cultural wealth, to create programs that address Latinx students and their families, including providing materials in Spanish. Through use of inclusive frameworks, research on Latinx student college choice continues to elevate the complexities and realities these students encounter. Additionally, policymakers should continue to reevaluate the shifting burden of costs for higher education from taxpayers to students as this impacts college choice and academic undermatch.

This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.

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