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The present study employed a quantitative, non-experimental, multivariate correlational research design to test a hypothesized model examining associative paths of influence between ecological factors and weight status of urban, African-American adolescent females. Anthropometric and self-report survey data of 182 urban, African- American adolescent females were collected during after-school programs, health and physical education classes, and community events in an urban area in northeast Florida. Descriptive analyses were conducted to characterize the study participants based upon their age, study setting, and weight status. A scale reliability analysis was conducted to assess the internal consistency reliability of the sample data using selected measures within the context of the study’s specific population and subsequently guided the structural equation model (SEM) analyses. The SEM path analysis was used to develop two measurement models to control for observed error variance for variables demonstrating poor internal consistency reliability (diet behaviors and nutrition selfefficacy) and a final structural model to test the associative paths of influence between latent (diet behaviors and nutrition self-efficacy) and manifest variables (teacher social support and friend social support) on weight status. The results of the path analysis indicated that both teacher social support and friend social support demonstrated a positive, indirect influence on child weight status through nutrition self-efficacy and diet behaviors following two different and specific paths of influence. Diet behaviors, in turn, demonstrated a positive, direct effect on child weight status. These findings provide clear implications for educational leaders that call for the integration of health behavior change theory into traditional education and leadership practice and actively addressing the childhood obesity epidemic in the school environment by implementing health behavior change strategies at various ecological environmental levels.

This study examines why the passing rates of African Americans on the CBEST are the lowest in California at 60%. Madkins (2011) identified licensure testing as a significant reason why African Americans cannot enter the teaching progression. According to Darling-Hammond et al. (2016), California has an ongoing credentialed teacher shortage. An even more significant need is for teachers of color. According to the California Department of Education (2021), 60% of the state’s educator workforce is White, while the state student body, multicultural and multilingual, is only slightly more than 22% White. While licensure testing for teachers is required in all 50 states, it is well documented that it negates teacher diversity (Brown, 2005; Goldhaber & Hansen, 2010; Sleeter, 2016). The research confirms how it effectively curtails the number of African American educators (Behizadeh & Neely, 2018; Ingersoll et al., 2019; Petchauer, 2012). To clarify why the CBEST is so difficult for African Americans, I used a narrative inquiry with a counter-narrative framework. The inquiry describes the lived experiences of African American applicants in order to interrogate the CBEST’s impact on prospective and current African American teachers in California.

The purpose of this phenomenological study was to understand how Black, public school administrator employment decisions are impacted by the behaviors of supervisors in Virginia. Commonalities among the lived experiences of Black, public school administrators were examined in order to identify specific behaviors which impact employment decisions. Transcendental phenomenological qualitative research design was utilized. Participants were identified through gatekeeper introductions and then narrowed through snow-ball sampling. Data was collected through open-ended face-to-face interviews with 12 Black, public school administrators in Virginia via a secure online platform. The data was analyzed in order to identify emergent themes which represent the lived experiences of Black, public school administrators in Virginia and how the behaviors of their supervisors impacted their employment decisions. The findings could be utilized to develop supervisory practices that will increase the hiring and retention of Black educators in Virginia.

This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol was reviewed and verified by a panel of experts. The data collection took place in the fall of 2014; the researcher utilized an open-ended interview protocol with purposeful sampling of nine international students. The interviews were recorded, transcribed, and coded. The participants checked the transcripts for accuracy of the recorded data. An analysis of the data revealed common themes of the international students’ educational experience in American institutions of higher education. The interviews of the participants allowed the researcher to better understand the international student’s lived experiences. The qualitative research created an awareness of the social and academic experiences of international students at an American college. The researcher concluded that the types of experiences are varied among the participants from the three different world regions, yet there was a high consistency of the themes: learning and studying, perception of faculty, expedited learning, online learning, language and communication issues, and a lack of social interaction with native students. There are ramifications for educators for strategic instructional practice and school leadership to seek and enhance student engagement and intercultural competencies. It will become necessary to increase cultural competencies through diversity initiatives both within the curriculum and throughout institutions by better understanding students’ perceptions and including those from various backgrounds, cultures, genders, and religions. To conclude, recommendations for future research are provided.

This dissertation investigates the transformative potential of Community Land Trusts (CLTs) in reimagining land and homeownership within the context of capitalist real estate markets. Utilizing a qualitative research framework that combines narrative inquiry with Emergent Strategy and Community Cultural Wealth theories, this study explores the intricacies of developing CLTs as a counter-narrative to traditional models of property ownership. Through extensive narrative analysis of four distinct CLTs in California, this research highlights the complex challenges and innovative strategies employed to scale CLTs in competitive urban markets. The findings reveal how CLTs leverage emergent strategy and community cultural wealth to navigate and mitigate barriers, fostering community engagement and emphasizing local context and social justice. This study contributes to the broader discourse on affordable housing and social equity by highlighting the critical role of community-centric approaches in transforming land and homeownership paradigms. By demonstrating the efficacy and transformative potential of CLTs, this dissertation underscores the importance of alternative models in addressing the global housing crisis, advocating for a shift towards community stewardship and collective empowerment in land ownership.

This dissertation focuses on amplifying the voices of marginalized students in alternative education, with an emphasis on the positive impact of resilience on their outcomes. The study addresses the challenges these students face, particularly those from BIPOC communities, in navigating educational systems that have historically marginalized them. The purpose of this qualitative research was to explore the experiences of BIPOC students in a Central Valley alternative education program, highlighting how nurturing relationships, resilience, and the fulfillment of basic needs contribute to their academic success and personal growth. Utilizing a framework that incorporates theories of resilience, educational equity, and transformative leadership, the study situates the students' experiences within a broader context of systemic challenges and potential reform. Through in-depth interviews with five graduates from marginalized backgrounds, the research identified several key themes: (a) the power of resilience in overcoming adversity; (b) the significance of positive relationships with educators and peers; (c) the importance of addressing mental and emotional well-being; (d) the transformative potential of inclusive educational environments; and (e) the role of supportive communities in fostering success. The findings underscore the importance of resilience and relational strategies in helping marginalized students thrive in alternative educational settings. This study contributes to the ongoing conversation on educational equity by advocating for approaches that empower students to achieve their full potential, ensuring that their voices are heard, and their successes are celebrated.

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