Indiana University-Purdue University Indianapolis (IUPUI) / The systemic racism imposed on the lives and education aspiration of six of my elders who stayed in the racist South during the ferociously deleterious era of Jim Crow is the focus of this phenomenological critical race study. These stories centered the voices of my elders as powerful weapons to expose white supremacy and the psychophysiological trauma imposed upon my elders. These stories were about the lives, lived experiences, and educational trials and triumphs of six of my Brown and Black hue American elders whose ancestry was born out of slavery and delivered into the vicious Jim Crow era. My work was grounded in Phenomenological Critical Race Theory. Critical Race Theory validates my elders’ narratives and their narratives fortify the tenets of CRT. For you see, racism was an everyday phenomenon my elders experienced as residents of rural Southern America. My elders came to understand “what” they were, Black, by understanding “who” they were not, White. Furthermore, this qualitative phenomenological critical race study was guided by three inquiries, what experiences have you had with Jim Crow; how or in what ways did your experiences with Jim Crow affect your education; and how or in what ways did your experience with Jim Crow affect your life? These inquiries produced four intersecting themes, 1) the survival of racism as part of everyday life, 2) economic exploitation of Black labor, 3) denial of equitable education, and 4) the sociopolitical construction of racial identity, and three significant findings, racist place, sociopolitical oppression, and inequitable education.

Dissertation｜2460442M Abstract The discourses structuring news coverage of terrorist attacks influence our understanding of the nature, drivers and severity of the threat emanating from a specific extremist actor category. Therefore, they are a powerful tool to further socio-political goals. Acknowledging the role of language in shaping reality, this dissertation project uses Critical Discourse Analysis/Critical Discourse Studies to reveal current discursive trends in the understudied coverage of Islamist and right-wing extremist attacks in the Swiss press. With the dominant social factor distinguishing the two extremist categories being ethnicity, it hypothesises that Western media discourses reflect the presuppositions of Orientalism and Critical Race Theory. Both theories expect texts to express, enact and legitimise social hierarchies based on racial affinity to solidify the supremacy of the white elite. The exemplarily analysis of the reporting of two recent extremist incidents by three newspapers representing political perspectives from the right-wing to the left-wing shows that while the Swiss press is indeed influenced by and reproduces racial inequalities, publications do so to a varying degree.

In Los Angeles, the charter movement has gained incredible momentum as Charter Management Organizations take over troubled public schools in working class neighborhoods and communities of color. In Watts, a Latino and African American working class neighborhood, Locke High School had long stood as a troubled school in the Los Angeles Unified School District. After decades of low test scores, violence, and astronomical dropout rates, Green Dot Public Schools took over the campus and, in 2008, opened Locke as a public charter school under its management. This study examined the perceptions, experiences, and stories of five 12th-grade students at Locke whose high school was taken over. These students described the impact this charter takeover had on their social, academic, and personal lives. Using qualitative research methodology, this study utilized student-created photo essays, in-depth semistructured interviews, and a focus group. Though the media prematurely labeled the takeover a success, the students‘ views differed. They described how the takeover helped them academically, but failed to give them a rigorous college preparatory curriculum. The takeover also failed to meet their social needs. These students discussed how the takeover improved the Locke campus, but failed to make ongoing improvements throughout the school. Students offered their stories and counterstories to the mainstream media, which applauded the changed atmosphere. They reminisced about the past, mourned social loss, complained of uniforms and strict compliance to rules, and hoped for additional changes. These students added personal voices to the takeover of their high school.

Although Hmong students are among the lowest demographic to enter college, the “model minority” myth continues to mischaracterize the unwavering success of Asian Americans across all educational levels. Furthermore, the “model minority” myth continues to uphold master narratives that silence the voices of Hmong American students whose educational experiences deviate quite drastically from their East Asian counterparts due to traumatic social-political contexts that continue to exert influence on their migration in the United States. Utilizing AsianCrit as a lens, the purpose of this narrative study was to explore Hmong American students’ perceptions of how race impacts their secondary educational experiences. The study suggests that race, gender, gangs, language work in complex ways to shape how Hmong American students perceive race in education and their choices within educational settings at the secondary level as they transition to post-secondary education. In addition, the study identifies three additional themes that gesture toward the manner in which Hmong American students make sense of their racial and cultural identity in the space of education.

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This descriptive study used a mixed methods design and sought to examine students' perceptions on workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse graduate students, at a Midwestern university on four dimensions: teaching strategies (to include delivery), curriculum inclusiveness, international responsiveness, and curriculum improvements. The research study design consisted of the mixed methods Follow-up Explanations Model (QUAN emphasized) complemented by the With-in Stage Mixed Model. A pragmatic paradigm guided the collection and analysis of the study's census data (survey and focus groups). A newly developed WED Curriculum Responsiveness Survey (.850 Cronbach's alpha index) containing closed- and open-ended questions facilitated data collection from all the population. Three follow-up focus groups gathered qualitative data for explaining the survey quantitative results. Study participants comprised all graduate students with at least one year continuous enrollment from fall 2007 to spring 2008 in a WED program at a Midwestern university. A total of 69 (44% response rate) participants responded to the census survey comprising three main study groups: U.S. majority, U.S. minority, and International students. At this snapshot in time and based on study findings of students' perceptions, WED curriculum responsiveness to culturally and internationally diverse graduate students at a Midwestern university appeared to be inadequate. This was evident in the resulting overall weak correlation in the most used and most responsive teaching strategies to students' learning style preferences in its WED program. Further, U.S. minority and international students generally perceived cultural insensitivity to occur sometimes to quite often respectively in teaching delivery and the WED curriculum content to be typically aligned to the interests of the dominant group (Caucasians). All student groups (U.S. majority, U.S. minority, and international) found a limited representation of international perspectives on WED course topics. These findings imply that students experienced much intellectual and cultural bondage with a U.S.-centric curriculum in their graduate studies that does not fully preparing them for today's global marketplace. Students' suggestions for reversing these trends were to diversify/internationalize WED curriculum content, diversify teaching styles, hire diverse faculty, and provide faculty diversity training. These suggestions were strongly supported by the theoretical and empirical literature on critical race theory, critical education theory, curriculum inclusiveness, multicultural education, and internationalization in U.S. higher education.

This hermeneutic phenomenological study explored the lived experiences of five Black male music educators (BMMEs) in the northeastern United States. Of the four million educators across the country, recent studies show that only 1.9% identify as Black males, which is a decrease from six percent in 2008. The purpose of the study was to gain a deeper understanding of the influences and lived experiences of these Black male music educators, with the goal of creating music educational spaces within schools that better support Black male musicians. The researcher conducted a series of three interviews with each educator, which focused on their K-12 formative musical experiences, their collegiate music education, and their work as classroom music educators. In addition to two focus group sessions with the five educators, the researcher conducted three teaching observations. The theoretical framework for this study was Critical Race Theory. The study took place in the span of four months in the fall of 2022. The interviews and classroom observations were analyzed by finding themes within them and reading them in the context of the entire interview to gain a deeper understanding of the lived experience of the participants. The findings illustrated the participants’ lived experience through a series of primary themes: family support, strong mentors/teachers, talent identified by others, resilience, isolation, Black church music influence, high expectations in teaching, and creating community.

The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics. This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one’s intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education’s Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study’s findings indicate that DE can be a policy to advance postsecondary attendance for all students – however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research. / Policy, Organizational and Leadership Studies