Thesis advisor: Andrew Miller / Despite reform, de facto segregation is still prominent in cities and towns across the country, and schools are no exception. White students are likely to attend schools that are 70% White, Black and Latinx students are likely to attend schools that are at least 50% Black or Latinx. Research has shown that predominantly White schools (>70% White) tend to perpetuate structural racism through tracking, inequitable grading practices, and parents’ opportunity hoarding. Furthermore, students of color in predominantly White schools often experience deficit thinking, racial spotlighting, microaggressions, and isolation. Since true integration of America’s public schools is not likely, it is important to determine how, if at all, school leaders perceive the emergence of anti-racism in predominantly White schools, especially given the disproportionate racial impact of the COVID-19 pandemic and raised consciousness around structural racism. It is also important to identify the conditions that support or constrain anti-racist initiatives in these mostly White spaces. Using qualitative methods, this case study of a predominantly White school district finds that anti-racism in predominantly White schools can be enacted, most notably in the areas of grading practices, leveling, curriculum, and student support programs. However, the findings also demonstrate that resistance from White teachers and parents, combined with a fear of burning teachers out, did not allow for accountability for anti-racist practices, which ultimately slowed the pace of systemic anti-racist change. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Current literature on Latino college student retention and attrition suggests that Latinos as a whole are becoming more successful at gaining admission to institutions of higher education. However, there is a need for support, guidance, and mentorship in order to ensure success once admitted. This study sought to test the effectiveness of a brief intervention for first year Latina/o undergraduate students at UT Austin, a predominantly White university. Sixty-nine participants were randomized into two groups, an experimental group (Educational Capital Guide Group) (n = 34) and a control group (n = 35). The intervention was based on Bourdieu’s Social Capital Theory and was designed to facilitate adjustment to college for Latinas/os. The two forms of Bourdieu’s capital addressed in this study were: the embodied state (i.e., knowledge individuals acquire via social membership), and the objectified state (i.e., physical resources accessible to an individual). Effects of the intervention were measured by observing changes in five outcome variables (i.e., academic worry, academic self-efficacy, anxiety, depression, and perceived university environment) from pre- to post-intervention for each group, as well as a comparison of GPA and novel on-campus resource use. Changes in outcome variables across college generation status for intervention participants were also assessed. Results indicated a statistically significant difference in perceptions of the university environment between experimental groups from pre- to post-intervention, but on no other outcome variables. Participants in the intervention group marginally outperformed control participants in end-of-semester GPA by the completion of their first semester. Similarly, participants in the intervention group used slightly more novel on-campus resources at posttest. Among intervention participants, although second generation college students reported statistically greater anxiety at both assessment periods, no between-group differences were found in responses to the intervention. Cultural and demographic variables that were found to be predictive of outcome variables, as well as a description of participant responses to their first semester at UT are discussed. The findings of this study offer implications for future intervention studies using social capital with Latinos as well as practices that should be addressed on an institutional level to support ethnic minority students’ success in higher education. / text

One area of identity that challenges dominant ideals of professional, neat, or appropriate appearance is Black hair. Although Black hair expression is frequent in media, politics, and pop culture, there still remains a perceived stigma surrounding its presence in positions and environments (e.g. tenure positions or predominantly White institutions) that ironically promote a mission of diversity and inclusion. Black women, no matter their rate of graduation, level of intellect, status or achievement are not exempt from the challenges of bias, perception, stigma, stereotype or marginalization within majority White hierarchal spaces such as the academy. This includes Black female faculty who hold positions of high status, such as tenure. The presence of Black hair expression in these positions challenges others, as well as Black women, to accept images of Black beauty and Black identity. This study aims to explore how tenured Black female faculty navigate professional challenges with hair expression surrounding identity (i.e. sexism and racism) and the value of the Black visage in the academy. In addition, this study investigates and brings attention to current thoughts on Black hair perception, microaggressions, stigma, stereotype, and assimilation issues that Black female faculty experience with their hair as they navigate the academy.

The purpose of this phenomenological study was to explore the lived experiences of economically disadvantaged, Black students attending predominantly White, elite private boarding schools. Data were collected utilizing semi-structured interviews with 9 participants, with each interview lasting approximately 90 minutes. The recursive method of data collection and analysis was informed by six steps outlined by Creswell (1998), as well as Consensual Qualitative Research (CQR) methods (Hill, Thompson, & Williams, 1997). Findings revealed 9 themes associated with participants' experiences: classroom experiences, value of Black peer networks, caught between two worlds, racial perceptions, desire to connect with people of all races, socioeconomic challenges, living away from home challenges, impact of peers on level of success, and significance of relationships with Black faculty. Practice and research implications for Black students attending private school, as well as for private school faculty and administrators, are discussed.

abstract: Black male students experience a number of issues related to identity during the persistence process, which have potential to deter them from graduating. Some of these issues include feeling isolated and lack of access to resources due to their ethnic and/or racial identities. Recent statistics indicate that though there is an increase in college enrollment for Black students, the graduation rate is disproportionate to their enrollment. Using critical race theory, co-cultural theory, and communication theory of identity, this study investigated the role of identity in the persistence of Black male students’ graduation rates. Specifically, the central question was ‘What role, if any, do identity processes play in Black male students' decisions to continue or depart from a Predominantly White Institution?’ In order to answer this question, fifteen first-generation Black male college students were interviewed in order to understand the specific experiences that impacted them in relation to graduation. The study sample included a subset of Black male athletes who were found to have distinct differences in college experiences based solely on their athlete status. The overall results indicate that Black male students have expectations of the persistence process and that their personal identity also plays a significant role in the persistence process. In order to maintain their identities and continue with coursework, Black males enacted persistence strategies that were consistent with an overall goal of graduating. Research findings suggest that Black males must maintain a strong personal identity in order to maintain their personal commitment to graduation and college institutions can support them in this endeavor. Research outcomes also suggest that Black males should have a plan of persistence upon entering college, which is constantly reinforced as a graduation motivator. / Dissertation/Thesis / Doctoral Dissertation Communication 2015

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Thesis advisor: Andrew Miller / The purpose of this study is to investigate how Asian women educational leaders perceive their instructional leadership and the ways in which their racialized and gendered experiences impact their practices. This qualitative case study is anchored by the sympathetic instructional leadership framework that includes holding high expectations in a community context, keeping a focus on instruction, and managing critical negotiations with staff. This study was conducted in a predominantly white school district with stated goals for equity. Six semi-structured interviews were conducted with Asian women building leaders and education leaders. Additionally, a survey was conducted across the district about how race and gender during the pandemic and our nation’s reckoning have either posed obstacles or opened opportunities for anti-racist work. The qualitative evidence collected about instructional leadership navigation led to the emergence of three main themes: these leaders lead by empowerment and mobilization, they lead through racism, and they focus on adult learning for instructional leadership. While the district survey found a high rate of anti-racist preparation and study on the part of the participants, Asian women leaders conducted more critical negotiations with colleagues than those surveyed across the district. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Literature indicates that while attending a predominantly White institution (PWI), Black men often experience stigmatization and feelings of alienation. Despite concerns of racial tension experienced by Black men at PWIs there is limited research exploring the campus climate perceptions of Black men in college. While Black students may have some similarities in navigating predominantly White campuses, there are relevant differences influenced by the intersection of race and gender. The post-secondary success of Black men has been identified as an area of concern in higher education due to the considerable disparities seen in college persistence and completion rates. However, discourse often focuses on perceived deficits of Black men in college instead of understanding how institutions can better support their success. There is a need to shift the conversation to explore how institutional climate plays a role in the experiences and outcomes of Black men. Research suggests that developing a sense of belonging is influenced by context and environment and can be challenging, but impactful for Black men. The current study seeks to understand the role that perceived campus climate plays in the development of sense of belonging for Black undergraduate men attending a PWI. The guiding research questions were: (1) What are the perceptions of campus climate for undergraduate Black men who attend a predominantly White institution? (2) How does the intersection of racial and gender identity influence the campus climate perceptions of undergraduate Black men? (3) How do the perceptions of campus climate influence the sense of belonging for undergraduate Black men? This qualitative study used various data collection methods including interviews, photovoice, and focus groups to gain an in-depth understanding of participants perceptions and experiences. Using an interpretative phenomenological approach, this analysis offers insights and makes meaning of 12 Black men’s lived experiences and perceptions of their campus belonging while attending a PWI. Eight themes emerged in response to the study research questions. The findings suggest that the campus climate perceptions of Black men are related to the intersection of their race and gender. Additionally, there were salient factors of campus climate that influenced the sense of belonging for participants in the study such as the absence/presence of Black peers and faculty/staff and supportive spaces of cultural familiarity. The findings of this study could have great implications for the future success of Black men as higher education institutions are confronted with declining enrollment and continued disparities in college persistence and graduation rates for their Black male students. / Educational Administration

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