Black school psychologists are significantly underrepresented in American schools, and this must be addressed to effectively meet the needs of marginalized groups in this field. Through the lenses of critical race theory, intersectionality and the trauma-informed approach, this phenomenological study explored the experiences of eight Black graduate students studying school psychology at both predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). Convergent data yielded themes of (1) Awareness of Intersectionality, (2) Black Representation Matters, (3) Black Mentor/Faculty as Support, (4) Black Sociocultural Safe Spaces, (5) Cultural Incompetence at PWI, and (6) Unsupported Traumatic Experiences at PWI. Divergent data revealed that students from HBCUs experienced a sense of belonging, whereas students from PWIs experienced feelings of isolation. Lastly, divergent data revealed that accreditation was the main concern for students who attended HBCUs. Implications, recommendations, limitations, and future research directions are provided. / School Psychology

Extensive literature has documented The United Methodist Church’s’ (UMC) commitment to social justice. A current focus in the church is working with economically marginalized populations, including the 231,170 Black children and youth in Mississippi. To better understand adults that serve this population, I conducted an exploratory study to gather baseline data about UMC adults’ contemporary attitudes and beliefs about race, racism, and discrimination. A cross-sectional survey was administered at the 2017 Mississippi Annual Conference of The UMC. Using a critical race lens, I found that most of the attendees espoused moderate color-blind racial attitudes and beliefs about the frequency that low-income, Black youth experience racial discrimination. I suggest that espousal of these attitudes and beliefs may promote notions of white privilege or internalized oppression and may lead to increased acts of racial prejudice and discrimination when these adults interact with low-income, Black youth.

<p>The 3,000-year-old Indian caste system continues to impact the experiences of Indians across the world. Psychological conceptualization and literature with Asian Indians (AIs) in the U.S have largely focused on the experiences of AIs as a marginalized group in the U.S. and within-group experiences such as casteism has not been considered as a framework for analysis, despite its pervasiveness. As counseling psychologists with values of social justice, caste is critical to consider as a unit and framework for analysis in understanding the lived experiences of all AIs in the U.S. This dissertation consists of two parts that are conceptually related to each other. The first chapter reviews historical, socio-political, and psychological factors in the conceptualization of casteism and theorizes Caste Critical Theory (CasteCRIT), which is based in Critical Race Theory. The second chapter assesses AI psychological literature from the lens of CasteCRIT. The empirical study aims to develop and validate a scale to measure casteist beliefs based in the key tenet of CasteCRIT that casteism is endemic. The Caste Beliefs Scale (CBS) is a 15-items scale with a correlational factor model and measures institutional and interpersonal caste beliefs in the U.S. Implications are discussed for future research. </p>

The purpose of this autoethnographic study was to critically examine my personal experiences with culture and race to better understand myself, my perceptions of culture and race, and how my perceptions of educators' interactions with culturally and racially diverse students may have been impacted as a result. Autoethnography is the study of self in which researchers draw on their own experiences to understand a culture or phenomenon. The following research questions guided the study: 1) what does an examination of my lived experiences as an African American female educator reveal about me? and 2) what are the potential implications for my role as an administrator? Data sources consisted of journal entries, notes, and narratives based on my lived experiences. The data were analyzed by initial coding to uncover recurring themes in the narratives of: 1) negative perceptions of those offended by issues of race; 2) the need to promote cultural awareness; and 3) personal silence around issues of race. The themes were then examined through the lens of critical race theory with specific attention to the tenets of permanence of race, interest convergence, intersectionality, and storytelling. The insights provided here in response to the first research question were then considered in light of the framework of culturally responsive pedagogy and leadership, thus responding to the second question. The implications discussed provide insights for me personally as a teacher leader, for educators in general, and for future researchers.

This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at 2 predominantly White universities in the southern Appalachian region of the United States. The participants' described experiences revealed how institutional practices promoted or obstructed their persistence to graduation. Qualitative ethnographic methodology with critical race theory as the conceptual framework guided the study. This approach allowed for the perspectives and lived experiences of the students to be voiced and heard. Data collected included their stories based on semistructured interviews, document reviews, and observations. The constant comparison method was used to analyze the data through the critical race interpretive lens of racism as the persistent reality of people of color. In combination, the data illustrated the positive and negative impacts of student-institution relationships and the campus racial climate on African American students' experiences at the universities under study. Findings indicated a dissonance between the students' academic, cultural, and social expectations and experiences primarily caused by unanticipated racist experiences in the classrooms, on the campuses, and in the campus' communities-at-large. Positive relationships with administrators, faculty members, and staff emerged as the most significant contributors to the students' capability to safely and successfully navigate academic, social, and cultural pathways leading to graduation. Recommendations based on the results of the study are provided for university administrators, faculty members, and staff who are committed to improving the college experience and persistence to graduation rates for students of color matriculating at predominantly White universities.

The purpose of this case study was to explore the factors that influence Black students' decisions to participate in study abroad programs. This study took place at a large, public, Predominantly White Institution in the southeastern United States. Three theories formed a conceptual framework to guide this study, including Critical Race Theory, Theory of Planed Behavior, and Astin's Input-Environment-Output Model. Semi-structured interviews were conducted with 5 Black study abroad alumni, which revealed 6 themes of influential factors in making decisions to participate in study abroad: (a) familiarity, (b) finance, (c) family, (d) faculty, (e) fear, and (f) finish.

No description available.

No description available.

No description available.

This project examines the history of racism in relation to the Catholic Church. This history amounts to an indictment of the Roman Catholic Church not only as a neutral party in the historical emergence of white supremacy, but a directly linked cause of racism. First, it describes how racism emerged in its modern manifestation in three major dimensions which include the geopolitical, economic, and social. Then, it centers on two general forms of analysis, a cultural analysis, and a philosophical analysis. Drawing on insights from Liberation Theology, various themes are highlighted as they apply to the discussion of race in the U.S. as well as a condemnation of white Christianity. The key argument is that if the good of religion is community, then its opposite is the disintegration of community. In responding to this disintegration, the pastoral proposal suggests that the church's liberative work is the essential work of mission.