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Despite numerous available careers and degrees in music, including music education, music performance, and music administration, perspectives of many music educators and students desiring an interdisciplinary music degree program inclusive of music education, music performance, and music administration have yet to be expressed or examined publicly. The notion of 21st-century skills presents a demand for flexibility across most facets of K-12 and higher education. These skills necessitate fluency in problem-solving, critical thinking, and collaboration; thus, music education must move toward more flexible and rigorous preparatory music training programs to remain consistent with current trends. Nonetheless, most undergraduate and graduate degree programs in music education, music performance, and music and fine arts administration exist independently, negating the versatility of music degree-seekers through an interdisciplinary music degree. To that end, the research design examined and expounded upon existing research pertinent to music educators, performers, and administrators, as well as current, past, and prospective music students, regarding career goals, preparation, and outcomes. This research presents a practical design for an interdisciplinary music degree program across music education, performance, and administration. This study applied a hermeneutic phenomenological qualitative approach, which encourages further analysis by other music researchers that can be applied equally to other fields of music, including music technology, music business, and music therapy. Other fine arts areas like dance, theatre, and visual arts may benefit from similar applications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Accrediting agencies assess higher education institutions using performance indicators that are outdated and assessed incorrectly. This research uses various quantitative methods including multiple regression to provide data to understand the financial impacts of these indicators on mission driven historically Black colleges and universities (HBCUs). The research question guiding this research examined whether academic accrediting agencies', such as the Southern Association of Colleges and Schools, performance indicators affect state funding allocations for HBCUs. Resource dependence theory recognizes leadership in organizations is influenced by adverse external environmental factors. Mission-based achievement outcomes and funding tied to inappropriate outcomes create both internal and external institutional complications. This research was limited to 11 HBCU institutions in the United States, and as such, the research findings may not be generalizable to a larger population of educational institutions. However, the research methodology may be replicated in larger studies that include funding comparisons to predominantly White institutions. Results indicated a positive relationship between performance indicators, retention, and enrollment to state funding mechanisms with considerable differences between states that use state performance-based budgets and those that do not. This research is important for positive social change by informing public policy decision makers on the social equity implications of using inappropriate performance measures and helping them formulate and/or change policies on funding HBCUs at the state and federal level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study measures the effect of an autism training program, Surpassing Obstacles Autism Retreat (SOAR), on empowerment outcomes of 49 parents/caregivers of autistic youth from the state of Maryland in the United States. A retrospective causal-comparative design was used to collect and analyze secondary data about SOAR training participants and compare their empowerment scores to those who attended a traditional peer support program with a child with autism (n = 14) and parents of children with mental health conditions (n=81). Data was collected using a modified pre/post empowerment survey already being used at the agency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The American schooling system is built on a history of inequity where some students have been, and continue to be, denied access to opportunity structure based on discriminatory policies, practices, structures, and systems. This lack of equitable access and educational experiences have led to inequitable outcomes, which persist despite efforts over the past 30 years to repay the educational debt and narrow the achievement gaps (Ladson-Billings, 2006; Tatum, 2003, 2019). In recent years, scholarship has identified characteristics and practices of equity- focused leaders who are leading schools that are closing the achievement gaps and by deconstructing inequitable structures and replacing them with those focused on equity. Upon a review of the student achievement data from a state in the southeastern United States, of the nearly 1200 secondary schools, one only finds thirteen schools where students of color from marginalized communities have academic outcomes beyond the average. This study is a phenomenological examination of six of the principals leading these schools. The phenomenological approach is appropriate in this case because it allows the participants to share their life-worlds within the context of their own positionality, context, and life experiences. This study seeks to understand the following research questions: 1. How do principals define the leadership practices they utilize to build systems that result in more equitable outcomes? 2. What are key commonalities of practice and shared traits among the principals of these schools? Based on semi-structured interviews and a hermeneutic process for explication of the data, I utilized situated narratives to identify the day-to-day practices and beliefs of equity- focused leaders. These leaders have an early exposure and develop a critical understanding of the issues related to equity, establish a clear vision for equity and instructional excellence in their schools, hire and support teachers based on this vision, build strong relationships and hold high expectations for all stakeholders based on a love ethic, are critically reflective, and make autonomous decisions based a strong moral center. I also found clear interactions with race and gender in the realms of leadership practices and interaction with the schooling systems. Further, I was able to make qualitative connections between standardized student achievement data and equity-focused practices. The implications of this work lie in the education, preparation, selection, and professional development of equity-focused leaders that use transformational approaches to deconstruct inequitable structures and replace them with schooling systems that allow all students access to the opportunity structure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]