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Public-facing statements about anti-racism and linguistic justice have become common tools for educational organizations to promote values of criticality and openness. Such statements often explicitly reject practices that equate language difference with deficit and continue to harm marginalized groups that speak languages or use pronouns that fall outside of the "mainstream." As with all language policies, enacting such statements is far from straightforward as individual social actors bring to bear their own experiences and interpretations of the policy. Drawing on the methodological framework of nexus analysis and theoretical foundations regarding the re-entextualization of language ideologies, this dissertation examines one US university writing center's language statement as it seeks to decenter English-dominant standard language ideologies and to promote inclusive language practices in the center. In particular, this study highlights how four writing center consultants interpreted and appropriated the statement in diverse ways. Data sources included documents related to onboarding and training, extended semi-structured interviews about consultants' prior experiences with language difference and consulting practices, audio-recorded observations and field notes of hour-long writing consultations, participant journals, and post-observation reflection interviews. A poststructural, multi-scalar discourse analysis revealed tensions between policy and practice, as well as several profiles of ideological negotiation within the consultants. Discourses valuing competition, excellence, and expertise at the university level came into tension with discourses of relationality and collaboration within the writing center. In response to requests to correct clients' grammar, consultants developed and revised practices that re-entextualized their past experiences with language diversity as well as the center's policies about language. The choices to accept or challenge expertise positioning and agree or refuse to make direct edits on clients' writing were identified as key moments where consultants (re)created discursive relationships between their actions and institutional discourses about language use. Educational institutions seeking to support linguistic diversity through such value-laden language policies should also develop reflective and collaborative tools to assist its members in navigating these ideological tensions. The study lends continued support to using language ideology as an invaluable conceptual tool for administrators and educators interested in grappling with complex social problems. [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.]

Proponents of social justice and equity in higher education declare a need to embed diversity, equity, and inclusion (DEI) practices into curricula, student support services, hiring practices and professional development, as well as system-wide mechanisms for students, faculty, and staff of color to better care for and retain an increasingly "majority-minority" population (Gasman et al., 2015; Brooks & Murray, 2017). As a result, both two- and four-year colleges and universities across the nation are addressing diversity, according to Leon (2014), by appointing diversity leaders to guide their respective institutions down a path to serve their diverse communities. Frontier Community and Technical Colleges (FCTC), located in a US Western State, have embraced DEI by designating diversity officers of varying titles at nearly every college within their system. The State Board (2022), on behalf of its colleges, pledges to become anti-racist institutions by leading with racial equity as a system wide vision to ". . . transform lives within a culture of belonging that advances racial, social, and economic justice in service to our diverse communities" (Mission and Values section, para. 1). This study explored both the symbolic and procedural aspects of DEI initiatives at multiple colleges across the FCTC system from the perspective of participants employed at multiple schools within the system. Symbolic aspects of DEI include ways in which they are reflected in the strategic plan, mission, values, and vision statements of the institution as well as identifying performative measures of DEI in action to affect substantive campus culture change that improves conditions for staff and faculty of color (SFOC)--one that fosters equitable hiring practices and support mechanisms to retain talent of color that promotes a culture of care for those most impacted by systemic inequities. [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 purpose of this qualitative case study was to examine how two faculty integrate equity, diversity, inclusion, and social justice (EDISJ) within their work with doctoral education at an AAU institution within two different disciplines. Due to the understanding that doctoral students imitate and emulate behaviors and values of close advisers, mentors, and experienced faculty, examining what faculty do within the work with doctoral education regarding EDISJ remains an important aspect to understanding how social inequalities may be perpetuated or disrupted within and beyond the academy. Two sites selected were initially categorized into the "core and integral value" and "peripheral value" for EDISJ by examining mission statements, course catalogs, committees, and faculty profiles of the department and PhD program. Institutional logics and disciplinary logics served as analytical frameworks to understand how institutional and disciplinary factors influence faculty integration of EDISJ. Several scholars broadly define institutional logics as generalized rules that dictate the degree of appropriateness of behavior through legitimizing particular forms of identities, interests, values, and practices. Becher (1984) described academic cultures as a shared way of thinking and a collective way of behaving while Posselt (2016) defined these active communities as seeking ongoing relevancy and rewarding standards through their own set of disciplinary logics. A total of three interviews per participant were coordinated which lasted from 39 minutes to 83 minutes over nine weeks. Participants were asked to participate in a form of reflective journaling to share any insights or perspectives after each of the three interviews. Documents such as news releases, handbooks, publicly-available guidelines for teaching, research, service, and tenure, and professional associations websites were gathered to corroborate and augment evidence from other data sources. To strengthen trustworthiness, multiple forms of data were collected, participants completed member checking, incontestable descriptions were provided, and the researcher utilized peer debrief. This case study illustrated how faculty are continually interacting with socialization processes at the borderlands of disciplinary communities organizing within higher education institutions. Overall, the influence of the disciplinary force, in these cases, set the boundaries for the personality, character, habits of mind and heart, and general scholarly dispositions of their disciplinary community in which conflicts of multiple logics exist (Golde et al., 2006). Jay's case illustrated the power of professional associations around disciplinary pursuits in a competitive discipline and its direct influence on a research-intensive focused approach with students. Alicia and her advisees research is quite novel in their field of study although not producing large grant funds that previously fractured parts of her field shifted to decades ago. Unfortunately, despite a larger saliency of EDISJ in her field, as compared to Jay's, the course distribution is structured in a way to place a heavy burden on one faculty member (Alicia) to handle the teaching load for diversity courses. Opportunities for integration of EDISJ are possible throughout all of doctoral education although not equally attainable. For both Alicia and Jay, their cases confirm the importance of distinguishing collective and individual decision-making processes. For example, Posselt's (2016) scholarship on graduate admissions committees should be considered categorically different than Noy & Ray's (2012) study on the impacts on the adviser-student relationship. The descriptive case summaries, the implications of the study, and future research directions offer recommendations for how faculty members can continue to integrate EDISJ as a value-set, as a form of action, and as part of one's identity as they shape and are shaped by the influences of their institutional and disciplinary logics. [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 paper outlines a comprehensive project that used the Community Engagement and Social Innovation Model as a framework to drive a continuous quality improvement project focused on enhancing outcomes for Native Hawaiian and Pacific Islander (NHPI) college students. Recognizing the persistent impact of modern-day colonialism on NHPI communities and its detrimental effect on college completion rates, this paper explores innovative strategies aimed at enhancing interventions with technology to meet the community's needs, thereby cultivating inclusive educational landscapes conducive to academic success and holistic well-being. Through a scoping review, Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis, interviews, and partnership, the paper aims to contribute valuable insights regarding how to bolster support systems tailored to the unique needs and experiences of NHPI students in higher education. [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.]

Purpose: The purpose of this study was to investigate the process by which culturally responsive school leaders (CRSL) become CRSL in secondary public schools. Although there is a clear need for leaders trained in culturally responsive practices, little is known about high school leaders' journey to become culturally responsive school leaders (CRSL). This study sought to acquire greater detail on the formative experiences and seminal moments that occurred for leaders, which led to the school leaders self-identifying as CRSL. Research Methods: This study utilized a qualitative research methodology through narrative inquiry to answer the research questions. Interviews were conducted to collect participants' narrative stories. Participants met three criteria to be a part of this study: 1) school leader in a public high school, 2) five years of educational experience and 3) an interest in inclusion as it relates to culturally responsive school leadership in their screening questionnaire. High school leaders described the events, people, practices and/or policies that brought them to believe that they are culturally responsive in their school communities. Discussion and Implications: The analysis of the data revealed that personal experience in life and education and equity training were the major factors that led these leaders to become CRSL. This paper provides reflections on these findings and future research needs. This paper also discussed implications for policy and practice based on these findings. [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 dissertation aims to address frequent calls for partnerships between informal science learning spaces and formal K-12 science education (e.g. Bevan & Dillon, 2010; Hofstein & Rosenfeld, 1996; NRC, 2009; Stocklmayer et al., 2010) as well as how informal educators and organizations are or are not addressing issues of equity within these types of partnerships. Informal science education (ISE) as a field is very broad, including such activities and contexts as public and family trips to places like museums and nature centers, K-12 school field trips, engagement with science media and more. Although millions of people visit informal science institutions each year (NRC, 2009), there is inequity in who can access these science experiences and for whom the experiences are designed. Partnerships between ISE institutions and schools are one potential way of both enhancing and supplementing school science as well as increasing participation in informal science experiences. Though many scholars call for these types of partnerships, there is little agreement about what kind of features might contribute to a successful and productive partnership. Another aim of this dissertation is to give a voice to informal science educators. Informal science educators (ISErs) are part of the science learning ecosystem but are often not considered in teacher education research. They come from a variety of educational backgrounds and therefore do not have common educational experiences. While a lot of teacher education research focuses on preservice teacher education programs and the potential of those spaces to work with future teachers to think about equity and social justice, there are not equivalent spaces where ISErs might engage in these same discussions. Therefore, it is important to see what kinds of knowledge and experiences ISErs have around DEI issues so that we might begin to think about the professional development needs they might have. This work addresses these problem spaces in three related papers. The first is a theoretical exploration of informal-formal science education partnerships. Because such partnerships involve two separate institutions with their own objectives, cultures, histories, and communities, I decided to explore the idea of partnerships through the lens of Cultural Historical Activity Theory (CHAT), which specifically takes into consideration how culture and history may affect human activity. In this first paper I will explain why CHAT is a useful lens through which to think about partnerships as well as provide recommendations for how to create productive partnerships based on this theoretical framework. The second manuscript is a narrative case study of a partnership in formation between a local park system and a public school within a large urban school district in a midwestern state from the perspective of two ISErs. This paper describes in detail the challenges and successes of creating a partnership between two very different systems and the learning that was required of the informal educators to work productively with teachers and students in an urban school context. I will show how CHAT played out in action for these educators including what aspects were instantiated in their work and what was missing that might have contributed to challenges they experienced. The third and final manuscript is a survey and interview study with ISErs who work, at least in part, with K-12 students in urban areas. It focuses on their perceptions around issues of diversity, equity, and inclusion (DEI), what efforts they and their organization have made regarding DEI, whether their organizations are supportive or not when it comes to further efforts, and what barriers they feel exist to making change at their organization or the field. [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.]

High school students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) are more likely than their non-LGBTQ+ peers to experience victimization, bullying, and are at a high rate for experiencing suicidal thoughts. The purpose of this study is to better understand positive and affirming experiences related to a person's identity as a member of the LGBTQ+ community while they were in high school. While previous studies have looked at the issue of educator preparedness and best practices from the experience of teachers, this study aims to better understand students' perceptions of teacher inclusive practices. This paper, grounded in a qualitative approach, utilizes queer theory and the concept of heteronormativity to investigate young adults' perspectives as they reflect on their high school experience as a person in the LGBTQ+ community. Interviews with seven young adults helped to investigate the positive experiences these young adults had in high school and how their school, and specific educators, helped to facilitate these impactful experiences. Interviews were transcribed, coded, and organized under themes related to inclusive practices, educator traits, best practices, and school climate. Findings point to a need for a multidimensional and woven approach to inclusion that involves formal allyship, visually and verbally inclusive practices, and special attention paid to the burying of dead names for transgender and nonbinary youth. Further implications and topics for future research are discussed. [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 paper addresses the intersecting professional and personal lives of educators who identify as Queer, Black, Indigenous, and People of Color (QBIPOC). The narratives of these intersecting identities are told through the lived experiences of individuals who identify as QBIPOC. People who do not identify as Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning (LGBTQ+) may make assumptions about sexual orientations and gender identities based on misinformation passed down through educational systems and family beliefs. However, it is crucial to understand the appropriate language, history, and narratives, including all orientations, genders, and racial and ethnic identities, to create inclusive spaces for all people. In creating inclusive spaces for all people, it is crucial to understand the appropriate language, history, and narratives. My research study aims to QBIPOC people who work in higher education settings. I want to hear the narratives exploring the participants' QBIPOC identities through personal and professional development. [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.]

In the competitive landscape of higher education, institutions grapple with the challenge of fostering racial diversity and a sense of belonging among students, particularly at Predominantly White Institutions (PWIs). This disquisition presents a comprehensive improvement initiative implemented at Western Carolina University (WCU) aimed at increasing Black student enrollment. Drawing on Improvement Science methods, the study assesses the effectiveness of the introduced changes during the 2023 enrollment year. This study underscores the critical role of students' belief they will belong at WCU after their acceptance thus easing their decision to enroll. The study highlights recent positive shifts in WCU admissions practices, primarily hiring current students, which have improved applicants' communication and connection with the university. Examining the potential impact of the Supreme Court's 2023 case on affirmative action, the author discusses anticipated challenges to maintaining racial diversity at the institution. Moreover, the paper addresses the historical context of racial exclusion in higher education and emphasizes the need for a diverse perspective in decision-making processes. Finally, this study offers insights into the complexities of admissions processes, suggesting that fostering diversity and belonging requires a multifaceted approach. The findings contribute to ongoing discussions in higher education on creating more inclusive environments and underscore the importance of addressing systemic barriers that prospective students may encounter during the admissions process while determining their college choice. [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 qualitative research paper investigated the intersection of the COVID-19 pandemic and the year 2020 in sparking a phenomenon of hiring chief diversity officers (CDOs) in higher education. By exploring the interplay between the pandemic, racial justice movements, evolving higher education landscape, and institutional accountability, this study aimed to understand the motivations behind the increased hiring of CDOs during this transformative period. Additionally, this research examined the specific effects of this phenomenon on Black women diversity, equity, inclusion and social justice (DEI&J) professionals in higher education. The findings contribute to a deeper understanding of the opportunities and challenges faced by Black women Diversity, Equity, Inclusion and Social justice professionals in navigating their roles amidst institutional efforts to promote diversity, equity, inclusion and justice. [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 purpose of this dissertation was to examine the cultural factors influencing the decision-making process of Latino families regarding the acceptance or refusal of special education services. Initiated by the observed disproportionality in Latino students being enrolled in special education programs compared to Anglo-American students, this paper provides a comprehensive exploratory sequential design study into the phenomena. Cultural factors include parental involvement in their child's education, family's socioeconomic status, parents' age, parent education level, and parent understanding of the distinction between special education and general education. The researcher utilized a mixed methods approach to facilitate a deeper understanding of this phenomenological study where both qualitative and quantitative data was collected. The study's findings highlighted statistically significant correlations between participants' acculturation decision, citizenship status, command of the English language, and trust in school district personnel as factors impacting their decision making regarding their students' education. Understanding these factors can aid school personnel in developing more inclusive and sensitive environments where diverse families feel comfortable being involved and making appropriate decisions for their students. [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.]

Globalization's impact remains a point of interest for many leaders and scholars. Globalization interconnects hundreds of cultures together. From clothing styles to food tastes, almost every industry, such as political affairs, manufacturing, and finance, has seen a world breaking movement. What fell under an American reign has become an international conglomerate. Globalization in international education has been the study of many scholars for decades and the world keeps witnessing its fast rate of progress. Universities are on a continuous mission to build global partnerships. For this research, the focus fell on the concept of inclusive education between international and domestic students. With a rapid growth and demand for international education, domestic cultures demonstrated to be unprepared in welcoming diversity into their communities. Similarly, most international students' goal is to seek an international degree, which is seen as prestigious in their home country. Those students only feel comfortable being surrounded by students from the same culture and are rarely seen breaking their boundaries for diverse cultures. The division of groups has placed intense limitations on the potential benefits of this global move, leading to a lack of mutual cultural education and a weak global identity. This paper further examined the currently implemented practices on campus and students' global awareness to conclude prospective initiatives which administrators might refer to to form a more inclusive community environment. [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 dissertation investigated how expansive framing can foster an inclusive and empowering learning environment for minoritized students in first-year seminars that focus on composition. This paper is especially important for those who teach and support minoritized students who often face crises of faith about belonging at primarily white institutions. After a synthesis of the literature in writing pedagogy, learning sciences, and student development, I provided a model of belonging for assessing how writing programs influence belonging among minoritized student populations. The study mixed qualitative and quantitative methodologies by incorporating student surveys and faculty interviews. Results of paired-samples t-tests, one-way ANOVA, and multiple regression using data from student surveys (n=251) were presented. Faculty interviews (n=11) were thematically analyzed, and themes were drawn pertaining to familiarity with expansive framing and faculty responsibility in engendering student belonging. The key findings were (1) a significant difference in minoritized students' sense of classroom belonging between the beginning and the end of the 16-week semester and (2) how faculty described their practices, informed by expansive framing, that promote minoritized students' sense of belonging. The study provided practical recommendations for instructors and institutions seeking to cultivate a sense of belonging for minoritized students in first-year seminars with composition. Ultimately, I suggested teaching with expansive framing in mind, that is, to position students as co-authors of knowledge and to frame content as things that are deeply connected beyond the composition classroom. [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 paper first seeks to identify cultural factors of faculty, staff, and students within Higher Education Intuitions (HEI) and then understand how those factors affect the individual as well as the overall larger population of all studied groups to create cultures of quality excellence. Secondary data collected from government databases was used for the research. The independent variables included cultural factors for each stakeholder and the dependent variables included satisfaction levels of each stakeholder. Faculty and staff independent cultural variables included Performance Management, Supervisor/Department Chair Effectiveness, Communication & Collaboration, Diversity, Inclusion & Belonging, and Mission and Pride. The dependent variable for faculty and staff was Job Satisfaction/Support. Student independent cultural variables included Academic Emphasis, Learning with Peers, Experiences with Faculty, and Rich Educational Experiences. The dependent variable used for students was Student Satisfaction. Each were studied by means of multiple linear regression, ANOVA, and/or correlation analysis using SPSS v28. It was found that Performance Management most affects faculty satisfaction levels, while Communication & Collaboration and Diversity, Inclusion, & Belonging most affect staff satisfaction levels. For faculty and staff satisfaction, regression equations have been developed. Academic Emphasis and Learning with Peers most affect student satisfaction levels, and there was a moderate correlation between faculty satisfaction levels and student satisfaction levels. Interest in quality cultures within HEI has not been holistically researched to facilitate understanding and improving campus climates compromising faculty, staff, and students. This study will be beneficial to adding to the current body of knowledge to support improving campus climates. Since there was a gap in research that identified and incorporated all internal HEI stakeholders together, the implications of this study include adding to the current body of knowledge to comprehensively include faculty, staff, and students. This research was limited to public four-year institutions within the University of North Carolina System Schools, and it does not take into consideration any other type of institution based on degree, Carnegie classification, research emphasis, or academic offerings. [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.]

Modern inclusion practices aim to promote the social inclusion of students with disabilities among their same age peers. However, despite students with disabilities being placed in the general education setting at higher rates, they are still reporting feeling isolated and excluded. Research has shown that non-disabled students are inclined to have negative attitudes and low behavioral intentions towards students with disabilities due to a lack of understanding and knowledge around disabilities. There are many supports and services that exist for students with disabilities, however there are very few supports and services that exist to help non-disabled students learn to successfully interact with different disabilities. This paper outlines research on interventions that help promote positive attitudes and behavioral intentions in non-disabled students to increase the social inclusion and acceptance of students with disabilities. It also looks at teacher perceptions of current inclusion supports and the potential need for interventions that target non-disabled students. Lastly, it outlines what strategies should be included in the development of such interventions that would help promote successful inclusion within the classroom. [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 paper aims to share the results of an on-demand professional development series provided to teachers of inclusion classrooms. The doctoral candidate created the YouTube channel "IEP: Facts & Hacks" and distributed it to general education and dually certified teachers throughout eight weeks. All videos within this channel contain information on comprehending information from a student IEP, implementing IEP accommodations, and differentiating classroom instructional materials. Findings support that when teachers of inclusion classrooms are given applicable and accessible professional development on special education topics, the self-efficacy of those teachers increases. [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 need within the global value chain for more highly trained and skilled workers, along with the exit of 'baby boomers' from the workplace and the impact of the 'great resignation,' has compounded the pool of candidates for future leadership roles. Recognizing the profound expectation that a good leader identifies and develops their successor, the focus of this research paper was to determine the extent to which human resource practitioners perceive the relationship between leadership behaviors and effective succession planning in organizations. The phenomenological approach examined the attitude and practices (tapping and styles) of leaders in higher education and financial and regulatory institutions towards the identification and development of internal candidates to fill executive and mission-critical jobs that become vacant within their organization. The study employed qualitative data collection through structured interviews and a review of secondary data to secure the perspectives of the key stakeholders in the selected sectors. The study population comprised ten industries and 15 organizations from three countries. Six organizations and five industries in the three countries were studied. The findings revealed a relationship between leadership styles and succession planning programs, and that tapping provides an opportunity to address diversity, equity and inclusiveness issues in future organizational leadership. Future research is required to examine cultural factors impacting the effectiveness of succession programs, board of directors' commitment to succession management, personality types influencing leadership styles. [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.]

In the last decade, the field of applied behavior analysis (ABA) has committed to working on diversity, equity, and inclusion (DEI). The work began with call-to-action papers, empirical work on cultural accommodations, and most recently, the certifying board has changed the professional standards for board-certified behavior analysts (BCBAs). An objective and measurable step that BCBAs can take to adhere to the new ethical and professional standards is to use inclusive teaching materials. Inclusive teaching materials are teaching materials that reflect the diversity of society. This study compared the rate of learning and generalization between an inclusive and non-inclusive set of teaching materials during an occupations identification task (e.g., "Touch Scientist"). We attempted to teach six preschool-aged children diagnosed with autism spectrum disorder (ASD) to identify occupations using an inclusive set of 2-D stimuli and a non-inclusive set of 2-D stimuli. The purpose of this study was to begin empirically evaluating inclusion within the field of ABA by comparing the rate of learning and generalization across the two teaching materials. All of the participants had difficulty in learning to identify occupations, except for one. Two participants only met the mastery criteria of the occupations assigned to the inclusive materials conditions, and three participants were withdrawn from the study. While there were many limitations to participant learning in this study, based on an occupation by condition analysis, it did not seem that the type of teaching materials was a variable. The potential limitations and future research related to inclusive teaching materials, stimulus feature manipulation, and instructional procedures for children with ASD are discussed. [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 purpose of this study was to identify and explore how curricula in queer studies at Community College of the Bay (CCB) reflect and ignore the lived experiences of Queer, Trans, Black, Indigenous, People of Color (QTBIPOC) by engaging queer studies students as co-researchers in virtual participatory action research (VPAR). This research utilized the frameworks of Queer of Color Analysis (QOCA) (Ferguson, 2004; McCready, 2013), critical whiteness (Baldwin, 1984; Du Bois, 1903), anti-oppressive education (Kumashiro, 2001), and intersectional theory (Crenshaw, 1989), to examine the experiences of QTBIPOC within queer studies in community college classrooms. The following meta-question guided this research: "How do students describe their experiences in queer courses at CCB?" The data sources included self-reflective VPAR journals by each of the 12 co-researchers, 15 interviewee transcripts, demographic surveys, assignments, and the Final: VPAR Paper and Reflection. A significant finding in this VPAR study was identifying examples of whiteness in queer studies along with ways to disrupt white privilege. Even when race is not explicitly addressed, it is still being reinforced (Kumashiro, 2002). We see this through the interrogation of white privilege and whiteness assessed in our study. For example, Myung-Soon critiqued that the institution of education is still "a white system," he named the need to have fewer white cismale readings in curricula and therefore stated the need for more QTBIPOC authors in the curricula. Caius appreciated how her queer studies courses at CCB went beyond the "queer white perspective." Another vital finding was the explicit requests for more inclusion of QTBIPOC histories and experiences in queer studies showcasing an example of how queer studies can improve. Myung-Soon, Caius, Edilberto, and Gohan provided examples of colonial erasure connected to their racial identity. Our VPAR study assessed the need for engaging in the rediscovery of histories thought to be lost entirely. Lastly, another important finding of this study was the importance of centering intersectional theory in queer studies, and that race cannot be separated from intersectional theory. To surmise, after collecting and analyzing all the data to answer the question posed in the title of this dissertation, "What's race got to do it?" simply put, the answer is everything. [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.]

College and university campuses are designed and maintained by experts in facilities management and planning. What is lacking in these processes is expertise in learning environments and creating spaces that are healthy and inclusive. University organizational structures aid in the autonomy of academic freedom and the nimbleness of research endeavors but hinder operational effectiveness of the campus as a learning and research environment. A more integrated approach, which optimizes the knowledge on campus regardless of where it is housed, can mitigate the unintended conflicts that develop through the disparate approach to learning, equity, and wellbeing in the built environment. This paper examines the organizational structures of higher education and demonstrates how optimization through a systems approach can mitigate the adverse consequences of autonomy and decentralization in the design and operation of higher education campuses. Several examples of applied systems approaches will be analyzed for effectiveness and contributions to the core mission of higher education. [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.]

Federal special education policy stipulates that students with disabilities receive access to the general education curriculum but does not prescribe what meaningful access entails. There is little research on how educators interpret their responsibility to create academic access. Street level bureaucracy theory was utilized to explore the implementation of the curricular access provision. In-depth telephone interviews were conducted with K-12 special educators (n = 33), special education administrators (n = 12) and state university faculty (n = 5). Three papers were developed to address three study aims: (1) to discover how teachers interpreted their role and responsibility to create academic access, (2) to understand the extent to which discretion and professionalism influence teachers' decisions about academic content for students with significant cognitive disabilities, and (3) to explore the influence of special education administrators on teachers' perceptions of access and curricular decisions. The first paper examines a theory of access as a professional decision-making process involving a balancing of student characteristics against the school's available academic opportunities. Teachers described their work as rewarding, but also as an ongoing struggle to weigh the benefits and costs of individualized versus inclusive approaches to academic access. The second paper describes how teachers reported a high level of discretion over curricular decisions, appreciated the enormity of their decision-making responsibilities, and used discretion in a context of relative isolation. The third paper reports that administrators found it difficult to define academic access for these students and assumed that it "trickles down" in an unspecified way from general education standards to students with significant cognitive disabilities. Teacher participants, however, envisioned academic access as a parallel activity, occurring separately but alongside general education. This study generated new knowledge about the role of professional norms in shaping implementation of academic access for students with significant cognitive disabilities. Reforms aimed at increasing curricular access must consider the influence of teachers' professionalism, as well as teachers' commitment to protect and care for students by providing separate specialized instruction. [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 purpose of this paper is to describe a process for teachers, administrators, and families to examine existing structures that support inclusion in their schools and in their children's schools. This research study used Appreciative Inquiry to show how stakeholders can take a more active role to support education reform. History has proven that in order to support successful educational reforms, teachers, principals, and families must actively seek changes. In this paper I examined inclusion from the viewpoint of how stakeholders understand it, in the context of meaningful educational experiences and a sense of community for all students. The research questions addressed practices that teachers, administrators, and parents can refine and build on to include students with disabilities, as well as areas of challenge that may require schools to restructure their educational methods. Stakeholders participated in the first three phases of the Appreciative Inquiry process. This included appreciative interviews, data analysis, and generating a professional development action plan for the participating school district. [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 last twenty-five years has brought increased recognition of the educational rights of individuals with mental retardation and with it, increased programming in the Jewish community to meet their needs. Through the use of hermeneutics, this paper seeks to contribute to the knowledge and understanding of the "halakhic" status and needs of mentally retarded individuals. It is posited that this knowledge, in conjunction with the latest scientific and special education thinking, can assist rabbinical, professional, and lay community leaders in developing "halakhically" appropriate programming and enhancing communal integration opportunities for Jewish persons with mental retardation. This paper surveys the field of mental retardation including its history, definitions, causation, behavioral characteristics, and instructional models. Early discussions of mental retardation reveal a variety of opinions as to its "halakhic" status and it remained difficult to make any determination as to which individuals with mental retardation are actually obligated to perform the commandments and which are not. Judaic tradition enthusiastically supports the notion of special education for individuals with mental retardation. Additional research explores the more modern history of Jewish special education including programming and philosophy serving individuals with mental retardation. In addition to the social, vocational, and recreational elements of special education, this author sketches and recommends a two-part instruction model of Target and Support Behaviors to meet the "halakhic" demands of the curriculum and to enhance meaningful inclusion into the religious Jewish community. It is the intent of this author to provide greater insight into and understanding of a population long neglected by the community. It is therefore hoped that this effort will encourage others to build on this work. [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 three-paper dissertation addresses issues of equity and identity in STEM education through three studies conducted with teachers in two emerging STEM schools in the Midwest United States (U.S.), graduates of a girls STEM school in Egypt, and the teachers of a STEM school in Egypt. The studies comprising this dissertation utilized case study as a research design to explore the issues of equity and identity in STEM education. Participants in each study were selected using criterion purposeful sampling. Though these studies were not intended to be comparative, the results of the three studies reveal context-based results with several global assumptions regarding nature of STEM education and the pertinent issues of equity and identity. In the three studies STEM education is viewed as having a transformative power for both teachers as providing an opportunity for change at the professional level; and for female students providing an equitable learning environment for girls aspiring to pursue STEM fields. The evolving nature of the STEM teacher identity was evident across all cases. The American teachers conceptualize STEM as providing valuable tool for better learning opportunities for students based on integrated curriculum and with emphasis on equity and inclusion. Egyptian teachers viewed STEM from two lenses: as a pedagogical tool to facilitate learning complex concepts, and a system level reform initiative to reform the existing failing education system in the country and prepare students for the labor market. Characteristics of STEM teachers were uniform across the three studies; flexibility, collaboration and open to change. The challenges for teachers' identity development in the Egyptian experience are mostly related to lack of resources and bureaucracy while in the U.S. case they are more connected with professional development and time needed for more practice. While the studies making up this dissertation denote the centrality of the context regarding STEM design and implementation, they still have implications for STEM education as a global reform initiative. [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.]

Students with disabilities learn differently and at various rates. The issue is not the students, however, but is the lack of a belief system to have the same expectations for students with disabilities as their non-disabled peers. Rules and regulations have been established to ensure K-12 public schools comply with and provide quality services to students who meet the criteria for one of the thirteen disabilities outlined in Individuals with Disabilities Education Act (IDEA). To be eligible to receive supplemental academic and/or behavioral supports to make progress in schools, IDEA also mandates students with disabilities be educated in the least restrictive environment (LRE) possible. Although the State of Texas has many formal methods to track and identify program effectiveness, schools continue to lag when comparing students with disabilities to those without in the areas of academic performance, graduation rates, college and career readiness, and enrollment in higher education. These results continue to hinder the opportunities and outcomes for students with disabilities. This paper proposes integrating a person-centered transition planning process with self-determination skills to make students with disabilities aware of their disabilities and the supports they may need to access to make progress in this world after high school. [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.]

With the current trend in education toward instructing all students inclusively in the general education setting it is necessary to determine whether general and special educators are adequately equipped to provide instruction, which takes place inclusively, for students with the disability classification Emotional Behavior Disorder. An examination of practicing teacher perspectives on educating Emotional Behavior Disorder students in their general education classrooms will offer insight into the probability of effective outcomes. The problem to be addressed in this study is the presupposition that inclusive general education environments best serve EBD students as the LRE, rather than a continuum of special education services best serving students on an individualized basis. The purpose of this qualitative case study is to examine general and special education teachers' perceptions of the inclusion of students classified EBD in the general education middle school classroom. The sample for this study will include middle school level general and special educators within a rural school district in Louisiana. A survey instrument available in pencil paper format will be utilized, as well as individual interviews. Demographic data taken from the initial survey instrument will be used initially to create data categories. The limitations of these categories will be evaluated for throughout the course of the study, and adjusted for when appropriate. Narrative data will be collected and coded nominally; the numbers assigned to denote subject responses are only a means of shortening the response for categorization purposes in this qualitative study. [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 objective of this study was to examine quality of life of children with profound disabilities from the perspective of special education staff. Due to the nature of profound level cognitive disabilities, children with these issues are unable to respond to traditional paper and pencil quality of life assessments. Therefore, the perspectives of the education staff members who work with these children have to be considered when evaluating and making decisions related to quality of life. As a result, this research was framed as a qualitative, descriptive case study, incorporating interviews and a focus group of educational staff members. The study involved ten education staff in the Catskill Region of New York State who work directly with a population of students with profound intellectual disabilities. Key findings of this study were that six of eight internationally validated quality of life domains, including physical well-being, self-determination personal development, emotional well-being, interpersonal relations and social inclusion were cited most frequently by education staff members as being important areas to the quality of life of their students with profound intellectual disabilities. Among the most popular suggestions made by these education staff members for improving the quality of life of their students were ensuring a well-rounded, engaging learning experience, interacting and socializing with students positively and enthusiastically, implementing technology to facilitate communication and mobility, providing adequate opportunities for fun and leisure, providing academic enrichment opportunities, and establishing a routine. Finally, education staff members most frequently indicated that the ways they determine whether or not their quality of life efforts are successful are to track student progress by objective data, monitor level of student excitement or motivation, observe the facial expressions of the student, pay attention to the verbalizations or vocalizations of the student, gauge the degree of student participation/interaction and observe the student's body movements/body language. Conclusions reached as a result of this study included: support for the use of the eight domain quality of life framework used to structure this study in schools in which administrators and policy makers are seeking to balance assessment standards with a focus on quality of life, support for the pragmatic implementation of the concrete suggestions made by education staff members for improving quality of life on a day to day basis, and support for the use of objective standards and a cross-section of more subjective measures to determine effectiveness of quality of life interventions with students with profound intellectual disabilities. This study serves as a springboard for future studies in different geographical regions, in different classroom settings, with different age groups, and with education staff members of varied experience levels. [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 way in which education is taught is forever changing. Therefore, a new method in which content is delivered is a central component in examining areas for improvement. In this paper, participatory action research (PAR) was used to investigate authentic tasks in the inclusive tenth and eleventh grade classroom. The purpose of this study was to determine whether authentic tasks improved the academic performance and social interaction of regular and special education students in this type of setting. The research questions were; How does the use of authentic tasks impact the social interactions of general education and special education students in an inclusive tenth and eleventh grade biology classroom, and How does the use of authentic tasks impact the academic performance of general education and special education students in an inclusive tenth and eleventh grade biology classroom? This research provided a foundation in observational, survey, and interview data on authentic tasks in the inclusive setting in an effort to find meaning in the effectiveness of teacher-created authentic tasks versus the conventional method of textbook work. The study was conducted in a suburban New Jersey high school using an inclusive biology class consisting of 12 students, 10 of whom were participants in the study. Two surveys and one interview were conducted to triangulate the data collected. The results reflected that social interaction was increased as a result of using authentic tasks. The data collected regarding authentic tasks on academic performance did not appear to greatly improve or impede marking period results. Further exploration regarding academic performance for an entire school year would be recommended as a future study. Academic performance is conventionally measured by quantitative means. This study can be used as a foundation to provide educational professionals a new way to examine their students' academic performance and social interaction. [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 literature review will address issues to consider related to teaching numeracy and mathematics to children with disabilities in inclusive early childhood classrooms. As inclusive settings and instruction in numeracy/mathematics at an early age become more common, it is important to closely examine teaching strategies and make appropriate adaptations for young children with special needs. The purpose of this paper is to examine (a) strategies for embedding opportunities for numeracy/math development across various learning centers in a preschool classroom, and (b) instructional strategies that may be effective when teaching math and/or numeracy skills to children with special needs in inclusive early childhood settings. [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.]

Given the implementation of the federal initiative Response to Intervention (RtI) many districts are exploring teaching philosophies and strategies to help close the achievement gap. Differentiated instruction is a teaching philosophy that has been known to help teachers assist students in reaching their highest academic potential. The purpose of this quantitative study was to explore teachers' "understanding" of differentiated instruction and their perceptions of their ability to "implement" DI in grades kindergarten through sixth. The survey was administered electronically through the Leighton Public Schools Google mail accounts. The survey had two parts and within part one there were two sections: A and B. Part I, Section A asked teachers to identify, using a Likert scale, their "understanding" of differentiated instruction. Part I, Section B asked teachers to identify, using a Likert scale their ability to "implement" differentiated instruction. Parts A and B were organized by the six components of differentiated instruction as developed by Carol A. Tomlinson and modified by Sandra Page: "Student Interest," "Assessment," "Lesson Planning," "Content," "Process," and "Product." Part II of the survey asked teachers demographic information such as what subject they taught, whether they were a general or special education teacher, current grade taught, their sex, age range, education level, how many years they had been teaching, and what types of training they had participated in regarding differentiated instruction. This quantitative study utilized a survey study methodology, which was sent to over 100 participants electronically. The two research questions that guided this paper are: (1) "To what extent do K-6 teachers understand the concepts of differentiated instruction and the methods of how to differentiate classroom instruction in the Leighton Public Schools?" (2) "How do K-6 teachers at Leighton Public Schools implement components of differentiated instruction (student interest, assessment, lesson planning, content, process and product) as defined by Carol A. Tomlinson?" [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.]

Researchers have noted the persistent challenges that underrepresented faculty still encounter in higher education. For example, female and ethnic minority faculty members continue to experience barriers in achieving tenure and promotion. In spite of efforts to increase their presence and visibility, structural barriers account for the continued under representation of these minority faculty. Within this context, this study investigated the perceptions of underrepresented faculty regarding their participation in annual national conferences conducted by the leading professional association for Educational Leadership faculty. Three research questions guided this study: (1) What are the perceptions of underrepresented Educational Leadership faculty members regarding their experiences at their Association's annual national conferences? (2) How do these perceptions relate to their career advancement and professional development as professors of Educational Leadership? (3) What differences, if any, are reflected in the perceptions of assistant, associate, and full professors; and what factors are associated with these differences? Participant observations and open-ended interviews during two of the Association's annual conferences were the primary data collection methods. Conference activities included governance meetings, general assemblies, scheduled meetings, roundtable discussions, paper presentations, symposia, and informal evening receptions. Data were gathered from 18 participants: nine underrepresented Educational Leadership faculty and nine nonunderrepresented faculty [i.e., Anglo male]. The professorial rank of participants ranged from pre-tenured assistant professor to full professor. Data were analyzed using a phenomenological approach that enabled the researcher to explore in depth the lived experiences of participants. Results are presented in the form of three "composite" personal narratives representing a synthesis of perceptions of underrepresented faculty members at the assistant, associate, and full professor levels. One "amalgamated" portrait is of a young African-American male who recently received his Ph.D.; another is of a 45-year-old White female tenured associate professor; and the third is of a nationally known Latina full professor. Results suggest that issues of inclusion, exclusion, status, recognition, gender, identity construction, reference groups, specialized development and treatment, and racial diversity were challenges faced by the participants. [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.]

At West Park Place Elementary, achievement results among students in special education (SPED) from 2004 through 2006 were consistently poor; barely over a quarter of SPED students were at or above standard in reading and math on the DSTP. In 2007, SPED students had the lowest reading and math DSTP performance of all thirteen suburban elementary schools in the Christina School District. This paper is an account of the school's efforts to improve support and instruction for SPED students from spring 2007 through the present. West Park Place Elementary has attempted to improve through teacher collaboration and professional development, effective scheduling, and improved service delivery. Developing Professional Learning Communities (PLC's) was a primary vehicle to increase inclusive practices and student performance. Both formative and assessment measures indicate significant gains in SPED student performance. Strengthened inclusive practices have led to the increased use of data with goal setting, targeted instructional focus areas in the school improvement plan, schedules built around students' needs, and extended collaborative planning. [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 purpose of this study is to analyze the possible benefits and/or drawbacks of inclusive education in the preschool classroom setting. This paper culminates and summarizes the research found on these effects of inclusion. Specifically, how inclusion affects the development of language, communication and social-emotional skills.

This paper examines the evolution of digital comedy through a comparative analysis of CollegeHumor and its offshoot, Dropout.tv, focusing on how each platform has approached the portrayal of diversity and inclusion. Utilizing a qualitative content analysis, the study contrasts selected episodes from both platforms to explore shifts in the representation of queer and POC comedians, and the thematic treatment of identity issues. The findings reveal that Dropout.tv significantly advances the inclusivity of comedic content, moving beyond CollegeHumor’s earlier reliance on stereotypical and controversial humor. This shift not only reflects changes in contemporary comedy but also highlights Dropout.tv's commitment to fostering a diverse and thoughtful comedic environment. The study proposes further research into audience perceptions to deepen understanding of digital comedy's impact on societal attitudes towards diversity and inclusion.

Although though it is well-known in scholarship that immigrant-serving nonprofits (INOs) combat immigrant exclusion and promote their inclusion in society, there are several limitations in the literature. First, although the INO literature reveals that INOs form due to anti-immigrant policies and practices, xenophobia, racism, and legal status, nonprofit theories that seek to explain nonprofit emergence do not consider these variables in theoretical models. Second, research find that INOs contribute to immigrant inclusion outcomes in several ways. Yet studies employ mostly case study methods focusing on INOs in select cities which do not allow for identifying the breadth and scale of strategies. Lastly, studies find that a city’s immigrant inclusion environment shape the strategies that INOs employ. Disparate immigrant inclusion contexts will yield different strategies. Yet this relationship has yet to be holistically examined. For example, studies often focus on one or a few strategies and over focus on the local government as a local contextual variable. Several studies employ qualitative approaches which do not allow for gauging the degree to which strategies diverge across contexts and whether these differences are significant.To address these research problems, the following questions are investigated in three empirical studies: 1. Do citizenry exclusion motivate INOs to emerge? 2. How do INOs contribute to immigrant inclusion outcomes? 3. What local contextual variables shape INO strategies? 4. How does local context shape INO strategies? 5. Do INO strategies differ in cities with disparate levels of immigrant inclusion? 6. Are these differences statistically significant? Methods used include interviews, surveys, and quantitative content analysis.In paper one, I propose citizenry exclusion theory, a nonprofit theory that posit that INOs form due to citizenry exclusion. The interviews provide support for the theoretical framework. Paper two identifies over 100 strategies that INOs employ contributing to immigrant inclusion outcomes. Paper three identified 10 local contextual variables influencing INO strategies. Although strategies diverged across local context with different levels of immigrant inclusion, the national nonprofit survey reveals that only two strategies (cultural activities and policy advocacy) significantly differed in cities with disparate levels of immigrant inclusion.

Paper 1: An exploratory study of the systems of support to help young males with Social, Emotional and Behavioural Difficulties to remain in post 16 Education Abstract This paper is positioned within a co-operative inquiry interpretative paradigm. This paper is one of two. This study focused on YP with Social, Emotional and Behavioural Difficulties (SEBD) and their views and experiences of the system of support to help them remain in EET. An adapted co-operative inquiry (CI) methodology was employed which emphasised participation This research aimed to address this gap by giving voice to the YP and their views of the education system. Additionally, the views of the YP were sought to deepen our understanding of YP’s needs and level of support they require to remain in EET. The research took place in a unitary authority in the South West of England. The participants in paper one were five male students who had left specialist provision for YP with SEBD following completion of year 11. Ages ranged from 16.5-17 years. Their views were elicited through individual semi-structured interviews which were analysed using a thematic analysis approach (Braun and Clarke 2006). The key finding from paper one was the value YP placed on relationships they formed with practitioners who supported them. For many of the YP Grovehill School (SEBD) was their first positive experience of the education system. The YP making the transition into mainstream EET expressed the view that there was no support in place once they left Grovehill. Additionally, the lack of practitioners in post-16 that knew and understood their needs, coupled with feelings of a lack of belonging and acceptance in their new environment, were identified as particularly challenging. Three out of the five participants became NEET before the end of their second year of post-16 EET. The YP identified the presence of Erica, a learning mentor as the most important source of support. However when the YP were unable to access Erica it was evident that the lack of a wider system of pastoral support presented as a significant challenge for this vulnerable group. Findings from papers one and two were assimilated and the implications for improving future policy and practice were considered in the final section of paper two. Consideration was also given to the role Educational Psychologists (EPs) and how EPs could inform future ways of partnership working to secure positive outcomes for YP with SEBD. Paper Two: An exploration of practitioner’s view of the current system of support for YP with SEBD making the transition into post-16 mainstream education, employment and/or training Abstract The aim of this paper was to explore practitioner’s views and experiences of the system of support in place to meet the need of YP with SEBD making the transition from specialist to mainstream post-16 EET. This small scale study was conducted in a unitary authority in the South West of England. A total of eleven participants took part in the semi structured interviews (six males and five females). The participants were selected to represent the range of provisions offered to YP with SEBD in post-16 EET. Semi-structured interviews were used to elicit their views. A thematic analysis approach to analysis was adopted. Findings were that practitioners identified the importance of cultivating caring relationships, however, a distinction emerged in the FE setting were the focus was on behaving like an adult and conforming to an existing system. Disparities also emerged between settings value and beliefs systems, which appeared to shape the teaching practice and interaction with YP. The lack of support practitioners receive from outside agencies to understand and support YP with SEBD emerged as important factor. Additionally, issues such as the impact of the change of environment from specialist to mainstream EET and school culture emerged as salient features. The dilemma of inclusion versus attainment was found to be a significant challenge for practitioners when trying to meet the needs of the YP. Findings which related specifically to transition identified; across settings there was a lack of a formal transition plan and limited access to resources and funding in post-16 settings. Within FE settings the lack of accessible pastoral support was identified as a key area for development. Finally, all participants identified the need for a clear strategic vision to inform future practice. Systems theory provided a useful conceptual framework to understand the complexity of the interlinked factors which impact on YP access, or lack of access to support to help them remain in EET. Shared themes were identified across the phases of the study which identified that it is not one single factor, but rather a combination of interlinked factors which contribute to YP becoming NEET. The information gathered showed participants across the settings recognised the need for greater partnership working and help for practitioners to help them understand and support YP with SEBD. The study also illuminated the need for better communication between practitioners and the wider system of support. Additionally, the study identified a clear role for EPs in supporting YP and practitioners and implications for EP role are discussed. The study has provided a timely insight into the current system of support for YP with SEBD in light of the move for YP to remain in EET up until the age of 18.

This small scale study was informed by Symbolic Interactionism and Interpretivist Analysis and was carried out in a county within the south of England, referred to as ‘Southshire’. File searches and questionnaires were employed to gather contextual data. Semi-structured interviews were used to gather participant views and thematic analysis was used to analyse these interviews. This was a two part study consisting of two papers. The participants in Paper one of the study were young people with behavioural, emotional and social difficulties (BESD) and their parents or carers. Paper one focussed on the participants’ views and experiences of mainstream and special education after they had experienced both. The views of the special school keyworker were also sought in order to improve understanding of the support and barriers that exist for young people and families. Views were elicited through individual semi-structured interviews which were analysed qualitatively using a thematic analysis approach (Braun and Clarke 2006). To gain contextual information within the county and to help in the process of selecting participants, the files of fifty young people identified as experiencing BESD were searched and analysed and relevant information was recorded. Paper two focussed on practitioners’ experiences of supporting young people with BESD. An electronic questionnaire was sent to practitioners from a wide range of agencies and collected qualitative and quantitative data which informed the researcher of the local context and gave insights into practitioner views. Five practitioners were invited to take part in individual semi-structured interviews to explore their views on supporting young people with BESD. Interviews were analysed using a thematic analysis approach. Findings from papers one and two were assimilated and the implications for Educational Psychology practice were considered. The following research aims were addressed: 1. To improve our understanding of the support and barriers experienced by children and young people with BESD in a Local Authority 2. To develop a better understanding of how Educational Psychologists can support children and young people experiencing BESD, their parents, carers and other practitioners. Summary of findings The key finding within Paper 1 was that both the young people and parents/carers reported experiences that were contrary to the intentions of current inclusion policy. Broadly, negative experiences were reported at mainstream school and positive experiences were reported while at special school for BESD. Participants felt that they had been treated negatively by mainstream practitioners in particular and that young people had been denied access to the curriculum and activities within mainstream school. Additionally the young people had experienced bullying at mainstream school and the bullying had been ignored or the young people themselves had been perceived as the bully despite being the victim. Perceptions of and attitudes towards the ‘unseen’ disability of BESD were also referred to and parents and carers reported feeling isolated while their child was attending mainstream education. The key finding within Paper 2 was that practitioners also reported experiences that were contrary to the intentions of the current inclusion policy. They reported many challenges that are faced by practitioners when trying to include young people with BESD in mainstream schools, and when supporting them within the Local Authority. Participants felt that negative attitudes towards BESD exist within mainstream schools, that working with other agencies to support young people with BESD is difficult, that parental involvement is key, but not always possible and that elements within the government and Local Authority context conflict with the inclusion agenda and with meeting children’s needs. Significance and Contribution Through a design informed by Symbolic Interactionism and Interpretivist Analysis the participants authentic voices have been heard in order to deepen our understanding of their experiences. Previous research has explored the views and experiences of young people, families and practitioners; however this is the first time that they have been considered together sufficiently in order to identify shared views. Additionally, young people, families and keyworkers views were sought at a specific point within the young person’s journey - after they had attended both mainstream school and special school. Furthermore experiences of the transition from mainstream school to special school were considered. The findings within this study suggest that the application of a simple solution (i.e. including young people with BESD in mainstream schools) to a complex problem (the social inclusion of young people with BESD), has had a negative impact. In fact the findings seem to imply that the inclusion of young people with BESD within mainstream schools has actually created the social exclusion that inclusion was designed to alleviate. The evidence for this is present within the findings within this study. In relation to BESD, the medical model has been criticised for individualising the ‘problem’, however if an educational model view of BESD is taken we are led to consider that the education system itself is imperfect. Therefore taking the educational model approach and applying the simple solution of ‘inclusion’ to the very complex problem of social inclusion highlights many areas of difficulty. These areas of difficulty have been outlined in the findings of this study and of previous studies. The identified issues are entrenched within the education system and can only be tackled through an examination of the system itself. The reported experiences of inclusion are more nuanced than the powerful message my data suggests, therefore it is essential to note that this study is not simply suggesting that inclusion is ‘negative’ or ‘bad’ and that special school is ‘positive’ or ‘good’ – a much more complex picture has been presented. The complexities that have been highlighted within this study have also been considered alongside the role of the Educational Psychologist and how they can facilitate inclusion and essentially social inclusion through their work with young people, families and practitioners. As a result of the findings, it has been suggested that further research should focus on examining the education system and in particular the dichotomy between the inclusion agenda and results centred teaching and the specialist provision for BESD that exists since the implementation of the inclusion agenda and whether it is meeting the needs of young people. Further research may also focus on whether the case presented for young people with BESD in this study is similar for young people with other types of SEN. This further research on how inclusion policy translates into practice will be particularly pertinent as new government policies and agendas unfold.

The signing and ratification of UNCRPD by the UAE government in 2008 and the passing of Dubai Law no.2 in 2014 paved the way for inclusion within this rapidly evolving city. With the publication of inclusive policies and guidelines by the Knowledge and Human Development Authority (2017, 2019a, 2019b, 2021), the education authority with responsibility for regulation of private schools in Dubai, set the scene for change within the private school sector. This study considered how the education for all (EFA) agenda provided the justification behind Dubai's eagerness to become an inclusive society global leader. The focus was on how the Dubai regulator established inclusive policy and practice within the Dubai private school sector from the perspective of parents of children identified with special educational needs. Using adaptive theory approach to address the research questions at three levels: Dubai policy framework to support inclusive practices, how schools implemented inclusive practices and what educational opportunities students identified with SEN accessed (through the eyes of their parents). Mixed methods were used for data collection including a documentary analysis of four key papers that influenced the Dubai inclusive education strategy, a parent online survey, in-depth semi-structured interviews with a senior member of the private sector regulatory body and parents. The findings of the 73 online survey responses and 23 parent interviews provided a unique view on their understanding of inclusion, their ideas of what inclusion should look like for their child's educational provision and their expectations for their child's future. Parents had varied understanding of what the Dubai government aspired to but also questioned if the government knew what was actually happening in schools and how these schools were interpreting the legal framework. Three revealing findings were: firstly, how these parents identified the high cost of education for their child, two the emotional impact of having a child identified with special educational needs had on them and their family. The third finding of note were that these parents wanted nothing different to any other parent: for their child to access learning and be considered an equal with their peers. This study provided a significant contribution to knowledge as it established an invaluable perspective of parents during a period of reform as Dubai private schools implement the government inclusive educational policy. This unique lens on inclusive education provides the KHDA, schools and operators with the opportunity to review, evaluate, and improve provision for students identified with SEN during this time of change. It would also be an opportunity for schools to gain parent trust, so they feel confident to voice their experiences during these early stages of policy implementation, engaging them as valued stakeholders in their child's learning.

This paper reviews several studies related to inclusive outcomes, as well as attitudes and perspectives regarding students with significant disabilities who utilize Augmentative and Alternative Communication (AAC) in the classroom.

Theater administrators are tasked with the difficult job of curating performance within community spaces. As America grows more diverse, the task of theater management becomes increasingly politicized. Theater administrators must develop new methods of thought with regard to the great diversification of America in the 21st century. In this thesis, I hope to elaborate on one such new method: nepantlerx thought. This new epistemological offering reconceptualizes the Nahuatl term nepantla and fuses it with the early writings of Chicano playwright Luis Valdez. In doing so, it presents a method for the promotion of a more inclusive theatrical community space. After laying the groundwork of nepantlerx thought, this paper explores the implementation of its new epistemology within the context of managing UC Santa Cruz’s Barn Theater during the 2015-16 season. The paper details the successes and failures that arose from collaboration within the space, and utilizes nepantlerx thought to offer solutions that mediate or resolve conflict through empathy and performance.

The rigidity of the gender binary in ballet is perpetuated by the training’s continuous adherence to outdated gender norms. Albeit slowly, modern society is making progress towards gender equity and inclusion. Yet, ballet training remains stagnant in its gender expectations, and this affects students’ mental wellness and mindsets. This study questions how gendered ballet training affects ballet students’ mindsets and considers if current ballet curriculum and pedagogy fosters a fixed mindset in students. This mixed-methods study utilized participant interviews and questionnaires to understand the effects of gendered ballet training on ballet students and teachers in higher education dance programs. Gender expectations in ballet class are imposed by a curriculum and are perpetuated by both students and teachers. These expectations lead students to believe their success in ballet is predetermined, which is a sign of a fixed mindset. This paper encourages ballet practitioners to implement curricula that support student mental wellness and to shift pedagogies to be more inclusive of non-gender conforming and non-binary students. In order to continue to make strides towards diversity, expansion, and inclusion, ballet practitioners must continue to critically evaluate current ballet practices. This is how ballet as an art form will progress forward and remain relevant in the 21st century.

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Social Emotional Learning is important for student success academically and socially. Unfortunately, teacher burnout is at an all time high, there has been an increase in student bullying and victimization, students are experiencing stress, and exhibiting negative behaviors. Positive relationships between students and teachers are critical for students to achieve academic and social success. The purpose of this research review was to examine the effects Social Emotional Learning has on inclusion, bullying and behaviors, and student and teacher mental health in the general and education settings.

Eleven studies looking at the benefits of co-teaching for everyone involved, including all students, teachers, and administration. Also, the key strategies to consider to have a successful co-teaching experience.

Benefits and Limitations of Inclusion and Providing Practical Applications for Managing a Successful Inclusive Classroom There are educators who want to provide the best learning experience for every student, including being able to demonstrate growth and success in their classroom environment. The intent of inclusion is to provide all students with a disability their right to free and public education. Over the past 40 years since P.L. 94-142 passed, research has shown the benefits of inclusion in general education classrooms. Educators have been trained, acquired skills, obtained resources, and asked for help from colleagues and/or administrators about providing a successful learning environment for all students. There continues and may always be a struggle when implementing the objectives of inclusion. Thus, the purpose of my research project is to understand the purpose, the benefits and limitations of inclusion, and the strategies a general education teacher can apply in managing a successful classroom environment. Creating an Effective Teaching Environment for a Classroom with Diverse Needs The social, emotional and physical aspects of a classroom can shape the processes and activities of a classroom. To assist in the transformation to a responsive classroom, the teacher’s mindset may have to be altered. According to Sobel and Taylor (2006), “It is not at all uncommon for general and special education teachers to face the challenge of teaching in ways they were not taught, to learners who are oftentimes unfamiliar to them, and in classroom contexts that are outside their experiential realm” (p. 28). Sobel and Taylor continued explaining not all educators are ready to teach all the diverse learners. Many teachers are being challenged in their own classroom. Thus, the purpose of my research project is to understand how general education teachers can build a classroom environment that will provide an engaging environment whereby increasing social and emotional skills and academic learning, while reducing negative behaviors that decrease student attention and diminish available instructional time. Teachers need to be provided with appropriate training that will support their planning for and development of positive learning environments.