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As contemporary federal education legislation requires schools to ensure that all students are prepared for college and careers upon graduation, the college and career readiness of ELs is an urgent matter requiring investigation. Within this policy context, career and technical education (CTE) has been presented as a potential pathway for ELs to achieve college and career readiness. This necessitates research examining ELs’ opportunities to participate in CTE programs as an alternative to traditional secondary schools. Thus, the purpose of this dissertation is (a) to examine the processes required to access CTE programs and the barriers ELs face when attempting to enroll in CTE, (b) to understand how institutional culture and the distribution of resources support ELs and instructors with ELs in their courses, and (c) to investigate ELs’ classroom experiences and opportunities to learn, as understood by the students, teachers, and administrators in a school dedicated to CTE programming. Drawing on ethnographic methodology, data were collected through fieldwork and classroom observations documented as fieldnotes; 36 in-depth interviews with teachers, administrators, ELs and former ELs; artifacts from classrooms; policy documents; student academic records; and state-level data from the Department of Education. The data analysis demonstrated that, overall, ELs did not experience equitable access to educational experiences leading to college and career readiness. First, ELs’ access to CTE programs that aligned with their career aspirations was restricted; administrators and counselors justified this practice through discourses of meritocracy and deficit framing of ELs. Second, despite the fact that ELs and instructors complained about the lack of support and resources, administrators drew upon race- and language-neutral ideologies to rationalize their failure to invest in programs and practices that would ensure equitable access and success for ELs. Finally, within this context of limited support, instructors expressed deficit views of ELs and relied on pedagogies that did not accommodate the linguistic needs of ELs. As a result, ELs believed that they did not receive adequate support, and many felt unprepared for college and careers. Interpreting these data from a critical race theory perspective, these findings suggest that CTE functions as a White educational space, operating under tacit White supremacist ideologies to justify inequitable treatment of ELs and privilege the cultural and linguistic practices of White students. This undermines CTE’s potential in providing equitable access to college and career readiness for ELs. / Teaching & Learning

This dissertation explores the stereotypes of representations of Muslims in American popular culture, and specifically in television dramas and comedies. These tropes include: 1) the Muslim terrorist/villain; 2) the patriotic “Good” Muslim; 3) the Muslim “friendly cultural stereotype”; and 4) the Muslim victim (both of Western discrimination and of patriarchal “Muslim culture”). This research is also interested in portrayals of Muslims that resist these stereotypes. Taking a performativity approach based on Critical Race Theory and intersectionality, this research is interested in the intersections of race, gender, class, and sexual orientation. Following the aesthetic turn of International Relations theory and falling within the subfield of Popular Culture and World Politics, this research takes popular culture seriously as a site of politics because representational practices are important in informing politics and societal relations at local, national, and global levels. This dissertation conducts a discursive content analysis of every American television program from 2001 to 2015 that features Muslims as main and/or recurring characters, including Homeland, 24, Sleeper Cell, and The Grid. This project is timely and important because constructions of identities, including through performative reifications of stereotypes in popular culture, both influence and are influenced by foreign policy. Narratives about Muslim-ness are important in justifying Western intervention in the Middle East as part of the US-led “War on Terror”. Most recently, Donald Trump’s presidential campaign and early presidency illustrate in a visceral way the currency of negative and reductionist perceptions of Muslims, as illustrated in his proposed policies and widely spread societal and political support for a “Muslim ban”. Thus, it is important to think critically about the relationship between popular culture and world politics. / Thesis / Doctor of Philosophy (PhD) / This dissertation explores stereotypes of Muslims in American popular culture, and specifically in television dramas and comedies. These include: 1) the Muslim terrorist/villain; 2) the patriotic “Good” Muslim; 3) the Muslim “friendly cultural stereotype”; and 4) the Muslim victim (both of Western discrimination and of patriarchal “Muslim culture”). This research is also interested in portrayals of Muslims that resist these stereotypes. This project is timely and important because stereotypes about Muslims are important in justifying Western intervention in the Middle East as part of the US-led “War on Terror”. Most recently, Donald Trump’s presidential campaign and early presidency illustrate the power of negative perceptions of Muslims, as illustrated by his proposed policies and widely spread societal and political support for a “Muslim ban”. Thus, it is important to think critically about the relationship between popular culture and world politics.

Predominantly white institutions (PWIs) are experiencing a racial history crisis. This crisis is occurring partially in response to current events including the multiple deaths of Black men and women at the hands of White police officers: Michael Brown in 2014, Breonna Taylor in 2020, and George Floyd also in 2020. Additionally, there has been a resurgence of investigation and national debate around building names and statues on college campuses memorializing people who supported slavery or were members of hate groups. These events coupled with the lack of truth-telling around the roles of Black and African American people and other minoritized communities within the development and prosperity of colleges and universities has centered history as focal point in the diversity, equity, and inclusion spaces. Nearly all colleges and universities include diversity, equity, and inclusion as a center piece of their mission statements, but few address their racialized history. Often, the university's history is told from an ahistorical perspective which places whiteness at the center of the history narrative. With a conceptual framework incorporating both critical race theory and white institutional presence, the study interrogated how universities are telling the stories of their histories regarding African American people. The sample selected for the study included 16 universities designated as leaders in the field of diversity, equity and inclusion. The selected universities received the designation of Diversity Champion from Insight Into Diversity magazine. The history narratives, typically found on the About page of the universities' website, were examined for instances of white institutional presence and counternarratives. Findings were filtered through a critical whiteness framework resulting in four types of categories. Exemplar institutions were countering white institutional presence and whiteness through multiple instances of counternarratives, centering Black and African American history, and confronting racist ideologies within their institutional history narratives. The remaining three categories of institutions were discussed for these instances as well. Overall, the findings concluded that some universities have made progress in the area of historical truth telling, most universities have not fully engaged in this work. The study offered implications for further research in the areas of critical whiteness, white institutional presence, and diverse learning environments. Incorporating the findings of the exemplar university cases, the study also discussed implications for policy and practice for institutions interested in or working on investigating their histories as related to minoritized communities, but specifically histories involving African American people. / Doctor of Philosophy / Predominantly white institutions (PWIs) are experiencing a racial history crisis. This crisis is occurring partially in response to current events including the multiple deaths of Black men and women at the hands of White police officers: Michael Brown in 2014, Breonna Taylor in 2020, and George Floyd also in 2020. Additionally, there has been a resurgence of investigation and national debate around building names and statues on college campuses memorializing people who supported slavery or were members of hate groups. These events coupled with the lack of truth-telling around the roles of Black and African American people and other minoritized communities within the development and prosperity of colleges and universities has centered history as focal point in the diversity, equity, and inclusion spaces. Nearly all colleges and universities include diversity, equity, and inclusion as a center piece of their mission statements, but few address their racialized history. Often, the university's history is told from an ahistorical perspective which places whiteness at the center of the history narrative. With a conceptual framework incorporating both critical race theory and white institutional presence, the study interrogated how universities are telling the stories of their histories regarding African American people. The sample selected for the study included 16 universities designated as leaders in the field of diversity, equity and inclusion.

This qualitative bounded case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a colossal increase in the need for diversity and inclusion within postsecondary institutions. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses the effectiveness of early college access and its effects on first-generation African American students' postsecondary academic and psychosocial outcomes. Driven by critical race theory, this study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Results were analyzed using inductive coding to identify components that affect academic achievement. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout postsecondary education. In addition to positive outcomes, barriers to achieving academic success were also identified. / Doctor of Philosophy / This case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a huge increase in the need for diversity and inclusion within colleges and universities. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses how early college access effects academic achievement of first-generation African American students while in college. This study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout college. In addition to positive outcomes, barriers to achieving academic success were also identified.

This phenomenological research investigation explored the African American males' perceptions of activities and learning opportunities that take place in the classroom and how these experiences influenced their academic success. Using the theoretical lens or perspective of critical race theory (CRT), the researcher examined the capital second-, third-, and fourth-grade African American male participants bring into the classroom setting and how this capital relates to the structure of the social and academic realm within the school environment. Additionally, the researcher examined the instructional practices of these students's teachers and how these practices matched and supported the perceptions of this group of students or possible when the instructional practices indicated a disconnect or mismatch to the student's academic or social needs. The researcher utilized four salient questions to examine these issues: (1) What are the perceptions/interpretations of African American male students and their teachers about their school experiences?; (2) How do the teachers interpret their own teaching practices, particularly with regard to these children?; (3) How do the needs of African American male students influence the teaching practices of their teachers; and (4) How do their perceptions and interpretations mirror each other and differ? The following four themes emerged from an inductive analysis of data: (1) teacher and student perceptions of their learning experiences, (2) teacher practices, (3) teacher needs superseded those of the students, and (4) misaligned perceptions and interpretations. Implications for K-12 teachers and administrators as well as for teacher educators are included, and future research questions are proposed for research scholars. / Ph. D.

Leaders within the black community are among the most important assets for black people in America. Given all that black Americans have experienced and still endure from social, economic, and political disenfranchisement, it is necessary to explore the values, beliefs, experiences, and practices of current leaders or those organizing for food justice with youth in black communities. This research explored the experiences of self-determination and empowerment of African American community organizers and educators, providing community-based educational opportunities to youth. It also sought to understand the values, beliefs, and experiences of the participant leaders pertaining to community empowerment, youth development, and food justice. A critical race theory (Bell, 1987; Crenshaw, 1989; Delgado and Stefancic, 2012) lens was utilized to conduct a narrative analysis of 10 black leaders in the Triad area of North Carolina. The researcher inquiry involved a narrative interview, using narrative inquiry practices (Saldana, 2016) that were both audio and visually recorded. Narrative inquiry is a methodological tool for capturing and co-interpreting the personal stories of people, their personal experiences and their interpretations (Clandinin, 2007). A narrative videography was developed to reach a wider audience and include the direct experiences of black leaders. Upon completion of the data-collection process, the leaders were brought together to view the video and discuss excerpts from their narratives in a single focus group. The study itself explored each leaders' views on what food justice looks like in their community, how self-determination influences their approach to black youth development for food justice, and their experiences of racial and micro-aggressive barriers to their work. It was found that the participants were very knowledgeable about what they needed to secure food justice in their communities. It was also found that the leaders often experienced racism and sometimes it was internalized racism, which often led them to the work with black youth empowerment and community food justice. / Doctor of Philosophy / African Americans have been among the most disenfranchised and marginalized populations in American history (Anderson, 2001). Although today is not as physically reflective of this as the days of slavery and post-slavery Jim Crow, racism is still as pervasive now as it was then, (Alexander, 2010). Critical Race Theory is the theoretical lens of this study thought it is primarily utilized in modern law to understand the presence of race discrimination in the decision making of court officials (Dixson & Rousseau, 2006). This research was a narrative inquiry exploration to understand the experiences of self-determination and empowerment of African American community organizers and educators providing educational opportunities to youth for food justice. The researcher utilized narrative inquiry as methodology in a community-based context to explore the perceptions and attitudes of African American leaders as organizers and educators in the Triad area of North Carolina as they pertain to community empowerment, youth development, and food justice. Using a critical race theory lens, each of the 10 adult participants had been identified as an asset to the black community regarding agriculture and youth empowerment practices. They were then interviewed after consent to audio and visual recording. Influenced by the Whole Measures for Community Food Systems (Abi-Nader et. al, 2009), interview questions were developed and applied to highlight the values and beliefs associated with a just community food system, efforts to counter unjust food access and the racism within it. Participants were asked to contribute to a single collective focus group discussing various excerpts from their narratives. Findings support that each participant was knowledgeable of the food justice issues and what was needed to create it in the communities they worked. Participants expressed several themes related to critical race theory, critical pedagogy and community food work.