This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

This qualitative case study investigates the discrepancies between theory, school policy, and practices within educational settings, particularly concerning minority students. Grounded in the persistent racial achievement gaps documented in educational literature, the study aims to understand the challenges and successful strategies for bridging these gaps. Drawing upon Critical Race Theory (CRT), Intergroup Contact Theory, and Stereotype Threat as conceptual frameworks, the research explores the experiences of eight participants through thematic analysis. Three overarching themes emerged: challenges aligning theories, policies, and practices; successful strategies for alignment; and unsuccessful strategies. Findings underscore the importance of culturally responsive curriculum, teacher professional development, student- teacher relationships, and parental engagement in narrowing achievement gaps. Additionally, the study identifies barriers such as language obstacles, resource inadequacies, and discriminatory policies. The implications of these findings extend to educational research, practice, and policy- making, emphasizing the need for equitable opportunities, teacher training, inclusive environments, and community involvement. By addressing the disconnect between theory and practice, this study contributes to promoting educational diversity and fostering student success in diverse classrooms. Key words: achievement gaps, minority groups, educational disparities

abstract: The purpose of this study is to give voice to five Arizona DREAMers. The assumption is that DREAMers have developed unique strategies as a means to navigate the education highway and ethos of Arizona laws that are seldom positive. These five stories represent a very small sampling of the many DREAMers that dot the landscape of Arizona. Their stories are important to add to the collection of literature that already exists on this topic because Arizona DREAMers confront far more challenges due to the anti-immigrant laws that have prevailed despite federal law changes. DREAMers are neither monolithic nor a homogenous group; each individual carries a unique story that merits hearing and may shed light on the reasons why most have opted to stay in a state that has so passionately rejected them despite progress in other states. It may also illuminate the benefits Arizona stands to give by accepting DREAMers as contributing members of society and may even enlighten the state public on the benefits of passing a major comprehensive immigration reform. The scope of this project is designed to highlight the personal challenges these five DREAMers face in Arizona, a state that has consistently used discriminatory treatment and purposefully created roadblocks through the creation of draconian laws. Former Governor Brewer has repeatedly labeled DREAMers as an economic drain on the state's educational system and has stated the Dream Act is nothing but "backdoor amnesty" and political pandering by the Democratic president. Despite all the negative rhetoric, this Arizonan cohort has not given up on their dreams. Their determinations and strengths are the focus of this project. Narratives will enable the DREAMers' stories to be told through their own voice through semi-structured and in-depth interviews with each of the students, transcribing the interviews with subsequent coding and analysis. The results will be organized into major and minor sub themes to give strength to the stories. Findings of this study will contribute and enhance existing literature with the hopes that it might influence policy change at the local level. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

This study focused on the testimonios [life narratives] of 33 Mexican American Ph.D.s who successfully navigated educational systems and obtained their doctorates in a variety of disciplines at 15 universities across the United States. The theoretical and methodological frameworks employed were critical race theory (CRT), Latina/o critical race theory (LatCrit), and narrative analysis in order to examine power relations, multiple forms of oppression, and the intersections of race, social class, and gender within educational contexts. CRT and LatCrit frameworks were expanded by attending to the experiences of middle class participants and participants who identified as second- or third-generation college students, which challenge traditional paradigms that essentialize Mexican American communities. This study uncovered and contextualized the ways that Mexican American Ph.D.s resisted and reproduced power relations, racism, sexism, and classism through master narratives constructed by the dominant culture to justify low rates of Mexican American educational attainment. The findings suggested that as the dominant culture develops master narratives, Mexican American communities reproduce these stories as well. Mexican American communities also crafted counter-narratives that resisted the master narratives. The dominant culture master narratives were: Mexican American families do not value education; Mexican American women are not allowed to get an education; The dominant culture and Mexican American communities reproduce masculinist ideology; If Mexican Americans would work hard enough and persevere, they can succeed in education; The U.S. is a colorblind, gender-blind, and class-blind society; and Mexican Americans are only in college/graduate school because they are minorities. In addition, Mexican American communities constructed two master narratives in an effort to advocate for educational equity and increase research in Mexican American communities: Mexican Americans must struggle through educational systems and Mexican American Ph.D.s should research Mexican American issues. This study provided a venue for narratives on Mexican American educational attainment that reflected struggle and survival, privilege and merit, as well as overcoming obstacles and not finding any barriers along the way. These narratives have the power to reshape, reframe, and transform discourses of deficiency to those of empowerment and resistance in K-12 education, postsecondary education, and graduate school.

The cultural defense is an informal term that describes the use of cultural information to mitigate criminal responsibility, often used in conjunction with traditional defense strategies such as provocation or insanity. Arguments for the cultural defense include respecting cultural practices under the liberal narrative that frames the United States as a multicultural and pluralistic society. Advocates of the cultural defense recognize the harmful effects of the false universalism of the law. However, the cultural defense has been criticized as essentialist and harmful as it has been used in high profile cases to justify violence against women of color. The cultural defense superficially prioritizes the needs of marginalized communities by acknowledging the importance of culture in the administration of the criminal law. The rationale behind the cultural defense is politically appealing, but the impacts of the defense are incompatible with the goals of antisubordination, which will be further described by Critical Race Theory. Because the debate surrounding the cultural defense has yet to make significant advances, I argue that Critical Race Theory offers an essential starting point in intervening in the debate, ultimately transforming the realm of legal jurisprudence through its explicit race consciousness and examination of racialized power. In particular, I will examine the concepts of intersectionality and interest convergence which will offer valuable perspective into the cultural defense debate.

The purpose of this study was to qualitatively explore the issues of race and mattering in relation to African American participation within historically White fraternities. Participant perspectives were obtained through six interviews with African American males at four collegial institutions within the Southeastern Region of the United States. Critical Race Theory was utilized to framed issues surrounding race in a homogenous Greek context. A second lens, Rosenberg and McCullough's (1981) concept of mattering, provided a comprehensive description of participants' feelings of significance within the inter-racial Greek experience. Thematic findings indicate that although African American members are recruited to be a part of a particular historically White fraternity's brotherhood, they initially experience marginality. Through continued interaction, the fraternal bonds become strengthened with participants rising to varying levels of leadership within the group, and, mattering to their White fraternal brothers. Other themes related to African American participation within historically White fraternities include: (a) One or no family member that attended college, (b) no immediate family members that are Greek, (c) significance of race is downplayed, (d) limited fraternal knowledge prior to entering college, (e) recruitment is driven by image, status, and counter assumption, (f) stereotypical organizations are racial holdouts; and, (g) discord exist with other African Americans that disapprove of the inter-racial experience.

Previous research has identified spirituality (Riggins, McNeal, & Herndon, 2008) as an important component of academic success for Black college students. Other factors researched include first year/ freshmen experiences, mentorships, faculty–student engagement (Caboni and Adisu, 2004), rigorous high-school curriculums, and summer bridge programs (Palmer, Moore, Davis, Hilton, 2010). Much of the research on college student success provides a comparison between Blacks, Whites, Asians, Latinos, and Native Americans (Caboni and Adisu, 2004; Carey, 2005; Palmer, Moore, Davis, Hilton, 2010; Townsend, 2007). However, few studies deal with Black students solely, and the influence of spirituality on the academic success within that one population. The lack of existing research on the relationship between spirituality and Black students’ college success, warrants a study that examines the possible ways in which spirituality might influence the academics of Black students (Hill, 2009). This grounded theory investigation examined the relationship between spirituality and the academic success among fifteen Black college students attending three Historically Black Colleges and Universities in Louisiana. Through depth interviews and analysis of resulting transcripts, it was found that spirituality plays a very important, yet indirect role in the academic successes of Black college students attending HBCUs. Three themes emerged: (1) Spirituality and Enduring Life’s Obstacles, (2) Spirituality as an Influence on Personal Transformation, and (3) the Academic Impact of Spirituality. This study helps to highlight a possible resolution to the post-secondary degree disparity seen between Blacks and Whites.

Thesis advisor: Lauri Johnson / Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. 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. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This study explored the perceptions of ten White female South African volunteers working with black children diagnosed HIV positive and/or orphaned by AIDS. A qualitative research strategy was used in order to explore the participants’ perceptions of the role that racial dynamics and everyday racism play in their work as volunteers. Ten participants over the age of 18 years, that have been volunteering for a minimum of one month and that volunteer for a minimum of one hour a week at an organisation in Johannesburg, were interviewed. The data were transcribed and analysed using thematic content analysis and the findings were interpreted using a framework drawn from critical race theory and critical Whiteness studies. Notions of everyday racism were evidenced in the findings of the study. These findings challenge traditional notions in a novel way by expanding the current understanding of the racial dynamics at play in a country working towards equality. In doing so, the study raises theoretical and practical implications for efforts aimed to address racism in South Africa.

The topic of this research is lay counsellors’ attitudes towards difference in an NGO organization that offers a counselling service based on Carl Rogers’ Person-Centred approach. South Africa post-apartheid is a fragmented and traumatized society and attempts at redressing past inequities have largely overlooked the mental health care sector. As a result, NGO’s are increasingly having to fill the gap, with little co-ordination with or co-operation from professional mental health care practitioners. With critical race theory as a theoretical point of departure, Lacau and Mouffe’s discourse theory was used to analyze results from in-depth semi structured interviews with counsellors at an NGO in Johannesburg. The findings confirmed that counsellors’ attitudes towards difference are shaped by their and the client’s racialized identities, with the adherence to Rogerian principles and the need to be a ‘good’ counsellor, foreclosing any opportunity to critically examine subject positions and the role of history in how such positions are constructed. The introduction of a training component that includes historical analysis and courageous conversations about difference would better equip counsellors to carry the burden of complex presenting issues from a diverse clientele.