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This dissertation was an investigation of how students in two-way bilingual immersion (TWBI) programs construct their bilingual identities inside and outside the school setting, highlighting the unique and multifaceted nature of their language development and cultural identity formation. TWBI programs aim to cultivate bilingualism and biliteracy, academic achievement, and cross-cultural competencies by integrating students from English-dominant and target language-dominant backgrounds. Using a counternarrative inquiry approach, interviews with seven former TWBI students revealed three main themes: (a) the social value of the bilingual self, (b) self-perception as accomplished learners, and (c) self-perception as cultural agents. The participants, who initially entered TWBI programs from monolingual or bilingual households with English language dominance, achieved high academic success, earning the California Seal of Multilingual Proficiency by the end of high school. Their narratives detail lived experiences that shaped their bilingual identities within and beyond the school context. Student voices, exemplified through their stories, describe social interactions with peers, the influence of teachers, family and home environments, community and social engagement, and the construction of their bilingual identities. These accounts illustrate the rich tapestry of experiences that contribute to the development of a strong, multifaceted bilingual self that permeates all aspects of their lives. [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 from marginalized and underserved groups have historically faced difficulties in learning mathematics. It is crucial to tap into the skills and creativity of such learners as it would positively impact our society. To cater to the needs of these learners, different mathematical pedagogies and initiatives are being implemented. Understanding teachers' perspectives and beliefs about each student's potential to learn advanced mathematics is critical. This study involves a case study design used to comprehend the teachers' beliefs on the influence of learner cultural capital, social capital, habitus, and the impact of power dynamics on the selection of curriculum materials and their implemented instructional practices. The study consisted of five mathematics teachers who taught in Title I schools in Florida and Maryland. Of the five teachers, two were Black females, one was a Hispanic female, one was a Hispanic male, and one was a Black male. To ensure confidentiality, pseudonyms were assigned. After obtaining IRB approval, data was collected over 16 weeks using two semi-structured interviews conducted over Zoom. A research diary, a Florida district-mandated textbook, as well as task and activity worksheets from a third-party vendor, and task and activity samples created by the teachers participating in the study. All curriculum materials' titles and publishers were changed to ensure confidentiality. There were two rounds of data collection: round one involved interviewing the participants. Round two involved member- checking efforts for the interviews and curriculum sample collection. Transcription, coding, and analysis of collected data occurred on an ongoing basis. The researcher maintained a research diary to include reflections and to maintain the integrity of the participants' perspectives versus the researcher's perspectives. The research data was analyzed using the Braun and Clarke Reflexive Thematic Approach, which involves six steps: (1) getting familiar with the data, (2) generating initial codes, (3) identifying themes, (4) reviewing potential themes, (5) naming and defining the themes, and (6) producing a report. During the repeated reading of the transcripts, the researcher used split- text tables to note informal interpretations and organize the data. The researcher utilized classroom teaching vignettes and task and activity samples submitted by participants to assess the implementation of culturally responsive teaching principles during instruction. Due to COVID and district restrictions on classroom visits. The data was initially analyzed manually and then reanalyzed using Lumivero NVIVO. Findings from the modified UCLA Culturally Responsive Teaching Checklist (CURT) showed that there was a gap between what teachers described as implemented instructional practices and the amount of culturally responsive and relevant teaching they used to design and deliver lessons and the researcher's CURT rating. The NVIVO data analysis revealed twelve unifying themes which can be categorized into four themes related to cultural capital, two themes related to social capital, three themes related to habitus, and three themes that did not align with the study's theoretical and conceptual cornerstones. The cultural capital themes were deficit perspectives, traditional stance in mathematics instruction and delivery (hegemonic views), missing fundamentals, and immigrant learners. The social capital themes included barriers that inhibit increased social capital and weak relationship building. The habitus themes were barriers that impede habitus, necessary dispositions, and skills. Finally, the other themes were making assumptions, limited teacher autonomy, and unrealistic pacing and content coverage. The findings of this study suggest specific recommendations to enhance the education, training, and professional development of teachers and pre-service teachers. It is suggested to consider the adoption of a culturally relevant responsive pedagogy (CRRP) framework, make changes to educational policies to support the reform of mathematics curriculum, and implement Bush, Huinker, and Graham's (2024) four steps for creating equitable, inclusive, and diverse mathematics classrooms. These steps include adopting a strengths-based perspective, prioritizing conceptual understanding, dismantling student ability grouping and tracking, and dismantling teacher tracking. Future research related to this study should aim to reexamine teacher perspectives and learner-teacher interactions in the classroom through discourse and language. Conducting critical ethnographic studies in the classroom setting can enrich and deepen our understanding of this issue. [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 descriptive study was to explore how 7th-12th grade teachers described their active and passive transfer of the social capital elements of social structure and individual actions to at-risk youths during the reentry process into the general classroom in a Southwestern school district. The theoretical foundation of this study was social capital theory by James Coleman. Three primary sources were used to collect data from a purposive sample to directly address the research questions. Twenty semi-structured interviews, 2 focus groups, and an open-ended questionnaire were administered to teachers who have had experience with at-risk youths who have participated or were currently participating in the reentry process back into the general classroom. Braun and Clarke's six phase guide for data analysis was applied to the data collected. The first research question centered upon how do 7th-12th grade teachers describe the transfer of the social capital element of social structure to students during the reentry process of at-risk youths into the general classroom. The second research question centered upon how do 7th-12th grade teachers describe the transfer of the social capital element of individual actions to students during the reentry process of at-risk youths into the general classroom. The findings offer insight into how teachers describe the transfer of social capital. The study stressed a purposeful student/teacher relationships, a comprehensive action plan, and providing support as critical to the reentry process for at-risk youths. [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 provide teachers, principals, district administrators, and local, state, and national legislators with an understanding of what the perception is of Hispanic American Immigrant parents regarding their access to parental engagement and agency through the American public school system, specifically elementary schools. This was a phenomenological qualitative study. There were ten participants that participated in the study. The criteria for the participants were: (a) They had to have been born in a Hispanic country, (b) Spanish must be their first language, (c) they must have immigrated to the country as adults, and (d) must have at least one child in elementary public schools in Texas. The Hispanic population in Texas and across the nation continues to grow. How schools, districts, and policymakers interact and make decisions for this specific community matter. Through this research, the audience has a better understanding of Hispanic immigrant perception on: (a) access to social capital provided by the school, (b) how and why they become involved in education, (c) and their agency and engagement in their children's education. The conclusions found in this study were: (a) public elementary school's lack of providing social capital to Hispanic American immigrant families to help break down their barriers and provide equitable opportunities and (b) public elementary school's lack of embracing Hispanic American immigrant parents in their school communities. Overall, American elementary public schools needed to rethink how they implemented parent engagement for the growing immigrant populations, specifically Hispanic American. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the factors influencing immigrant students' enrollment in advanced mathematics courses during their high school years in the United States. Using data from the High School Longitudinal Study of 2009 (HSLS:09), this research investigates the association between each of the variables Institutional agent related social capital (IARSC), immigrant generational status, English language learner (ELL) status, gender, socioeconomic status (SES), and school location and immigrant students' likelihood of taking advanced mathematics courses. Hierarchical logistic regression is utilized to analyze the data, allowing for a comprehensive examination of the relationships between the variables. The findings reveal significant associations between Institutional agent related social capital (IARSC) and immigrant students' enrollment in advanced mathematics courses. Higher IARSC scores are associated with an increased likelihood of enrollment, emphasizing the significance of resources and support teachers and counselors provide in fostering students' engagement with advanced mathematics coursework. Additionally, the analysis reveals an in the influence of immigrant generation status and ELL status on the association between IARSC and enrollment in advanced mathematics courses. First-generation and second-generation immigrant students demonstrate higher likelihoods of enrollment than third and higher-generation students, highlighting the significance of generational status in shaping educational paths. Furthermore, ELL status is negatively related to taking advanced mathematics courses, indicating additional challenges ELLs face in accessing such coursework. SES and school location also play significant roles in students' enrollment decisions. While this study makes valuable contributions, it is subject to limitations due to its reliance on secondary data not tailored explicitly for studying advanced mathematics course enrollment. Future research should incorporate variables reflecting cumulative credits from advanced mathematics courses and examine how students' attitudes, parental aspirations, and racial or ethnic backgrounds intersect with enrollment decisions. Nevertheless, this research offers significant insights into the factors influencing immigrant students' enrollment in advanced mathematics courses, providing practical guidance for fostering educational equity and inclusivity within this diverse population. [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.]

Teacher retention in rural Title I schools has declined drastically over the past several years. As more teachers leave the profession and turnover is climbs to astounding rates in these schools, the quality of education in the United States continues to decline. The purpose of this qualitative phenomenological study was to explore the perspectives of early career teachers to understand better what factors cause them to stay in the profession, with the hopes of adding these teachers' voices to the conversation on what can be done to increase teacher retention and decrease teacher turnover in rural Title I schools. A group of early career teachers from rural Title I schools were interviewed to understand their experiences better. The aim was to understand the factors that influence their decision to remain in or leave the teaching profession, as told in their own words from their unique perspectives. This study was guided by the Four-Capital model theoretical framework which looks at the following four capitals: (a) human capital, (b) social capital, (c) structural capital, and (d) positive psychological capital. This framework also guided the formation of the North Carolina Working Conditions Survey, which served as a baseline to build the interview protocol for this study. The findings included seven themes that participants identified as shaping their decisions to stay in education. The study had several implications for theory, research, and practice for early career teachers in rural Title I schools. It also filled the gap in the research by exploring the lived experiences and perspectives of early career teachers in rural Title I schools currently serving in these positions. [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.]

Marginalized students often feel a greater sense of detachment from their schools in comparison to non-marginalized peers (Bottiani et al., 2017). Mentorship programs provide positive experiences that enhance adolescents' social, behavioral, and academic development. These programs help disconnected students establish a stronger connection within their school community. This phenomenological study examined the lived experiences of four underrepresented high school mentees. The researcher based the theoretical foundation for the study on Vygotsky's sociocultural theory of cognitive development (1978) and Rhodes' theory of mentorship (2005). The data collection process incorporated various methods including observations, interviews, field and reflection notes, personal documents, and archived data to provide a comprehensive understanding of the effect of the program. The researcher analyzed the data for this study through hand-coding methods and MAXQDA software. The findings revealed that the mentorship program helped mentees accrue social capital while enhancing their sense of belonging to the school. Finally, mentees described an increase in positive perceptions of themselves as learners. This study contributes to existing literature on mentorship programs by highlighting how mentorship can benefit underrepresented students. The identified themes underscore the importance of mentorship in addressing educational disparities and promoting positive outcomes for marginalized students. These findings are critical for schools seeking to implement or enhance mentorship initiatives as a means of supporting underrepresented populations. [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.]

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students' ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values. [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.]

There are many initiatives currently in place to increase representation in STEM in K-12 schools, however there is still a lack of representation in STEM courses and STEM careers. The purpose of this multi-strand parallel sequential mixed method study was to provide insight into the barriers and perceptions of STEM held by educators, counselors, administrators, and students. This study was designed to uncover the obstacles that are prohibiting underrepresented groups from entering STEM courses and STEM careers. Both quantitative and qualitative data were collected from educators, counselors, administrators, and students in Louisiana with some data being collected nationally from educators and administrators. The multi-strand parallel sequential mixed method involved surveying the students, educators, counselors, and administrators to perform a quantitative analysis. The parallel sequential strand was using the analysis from the quantitative analysis to develop questions for qualitative analysis. The qualitative analysis consisted of interviews with educators. The mixed approach led to triangulation and meta-analysis. The first strand began with a quantitative survey with stakeholders in K-12 spaces. The survey was administered to students, educators, counselors, and administrators via a direct link, social media posting, or email to gather data on perceptions and barriers to STEM. Demographic information was also collected. Following the administration of the survey, a structured interview was held via Zoom with two educators. Those who could not attend the Zoom participated via phone interviews. Data from the quantitative survey was discussed. This study revealed that there are some barriers in place that are prohibiting underrepresented students from entering STEM courses. Barriers such as current policies for placement into advanced level courses are a huge issue stopping from underrepresented groups to be represented in the advanced level courses. Students have a skewed understanding of what STEM is and what it is not. Funding for schools is not equally distributed and when funds are allocated there are some mismanagements and diverting issues causing the funds to not reach the target audience. Counselors in some districts have caseloads that do not afford them the opportunity to be more intentional with suggesting courses to underrepresented groups in turn enrollment in higher level STEM courses remain with a huge disparity of representation and diversity. Representation of the educator population remains problematic. Underrepresented groups are not able to see a reflection of themselves in higher level STEM courses. This causes those marginalized groups to feel a sense of belonging in those spaces. [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 in practice utilized a qualitative case study approach to understand the experiences of adult learners who are completing their secondary education program at a selected school site in the region of Los Angeles County, California. The aim of this study was to gain insight on the varied needs and challenges of adult students who return to school to complete their secondary education and to understand how school policies and practices encourage academic achievement of students. A literature review was conducted to provide additional information on adult learning theories, policies impacting adult education, and studies on students' persistence. Ten student interviews were conducted. Data from observations of classrooms, office spaces, the learning center, transition center, and a school dance were collected. Artifacts such as school emails, signage, websites, posters, and flyers were documented. After coding and theming the data, four themes emerged (1) andragogical principles are reflected in school policies and practices, (2) students had developed social support with peers, (3) school support enhanced academic achievement, and (4) teacher and student relationships were collaborative. Interviews revealed how students had dealt with trauma from youth and adulthood, but the school created a safe and welcoming environment for students to develop both self-efficacy and social capital. The proposed solution for adult schools is to implement school-wide trauma-informed care by changing its policies, practices, programs, and procedures to ensure all faculty and staff play a role in making the school a place where students have purpose and feel belonging. [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 problem addressed in this study was the high attrition rates of teachers in elementary school districts and the unknown role of human, social, structural, and psychological capital determinants needed to retain teachers. The purpose of this qualitative descriptive case study was to describe the experiences of veteran K-6 teachers in the South Cook Region of suburban Chicago, Illinois, regarding the role of these capitals as they relate to teacher retention. This study was conducted using a descriptive case study. To qualify, teachers must have taught for 11 years or more in their school district in the South Cook region in a K-6 setting. Potential participants were screened using a Qualtrics survey, and eight were chosen using purposeful sampling. Data was collected through a questionnaire and Zoom interview. Otter.ai was used to transcribe interviews. Findings were provided narratively after being coded inductively and deductively. The study elicited several findings. Teachers do not feel as though they have a choice in what professional development they are given. Teachers feel overworked and that they do not have enough time to do the work required of them by their district. Teachers feel that they have little to no autonomy to choose their own curriculum. It is unclear whether teachers feel job satisfaction in the field. The implications for practice indicate teachers want choice in their professional development and in their classroom. Teachers also need support for student behaviors. Teachers feel overworked and would like their workload to be revisited and tasks that are no longer relevant or beneficial to the school to be reduced. [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 study used asset-centered narratives to examine "generation 1.5" immigrant students' experiences with cultural wealth in the transition from high school to public state universities. In this study, generation 1.5 refers to people born outside the 50 States who complete school after immigrating as children or adolescents (Benesch, 2008; Roberge, 2002; Salas et al., 2011). There is scant qualitative research on the higher education experiences of this diverse population. This is true even though more than 4.7 million foreign-born students, or 6% of all students, are enrolled in U.S. schools from pre-kindergarten through postsecondary education (U.S. Department of Education, 2023). Literature is also scant on generation 1.5 immigrants' experiences in public state universities, institutions with a historic mission of diversity and access (Crosnoe & Turley, 2011; Smith et al., 2020; Warshaw et al., 2020). Using narrative inquiry design, this study examined data collected in 16 interviews with eight generation 1.5 immigrants pursuing bachelor's degrees in state universities in the Northeast. Community cultural wealth (CCW) (Yosso, 2005), the main theoretical framework, provided an asset-oriented lens to guide interview questions and interpret the data. The college choice process (CCP) (Hossler & Gallagher, 1987) provided a secondary framework for organizing questions and the narrative findings. The main research question was, "What do generation 1.5 immigrant students in public state universities report regarding cultural wealth in the transition from high school to higher education?" Two sub questions also guided the work: 1) "What do generation 1.5 immigrant students in public state universities report on specific forms of community cultural wealth (CCW) in the transition from high school to higher education?" 2) "What other supports and resources, if any, do generation 1.5 immigrant students in public state universities report as part of their transition from high school to higher education?" I interpreted participants' stories by applying the CCW framework to multiple readings of the transcribed data and successive rounds of coding and analysis (Saldana, 2021). Building on the secondary framework, I restoried the data into profiles and narratives grounded in participants' own words (Butina, 2015; Creswell & Poth, 2018). The data revealed that participants applied the well-documented CCW capitals in all stages of the transition to college. They also applied other emerging forms of cultural wealth from their experiences in nondominant cultural communities, the dominant community, and spaces in between, including schools, institutions central to immigrants' adaptation (Horenczyk & Tatar, 2012). Participants' stories suggested three emerging capitals supporting the transition to state universities--"agentic capital, capital braiding," and "immigrant capital." As the number and diversity of youth born outside the 50 States grow (Annie E. Casey Foundation, 2024a) and as economic pressures continue to elevate the value of public state universities for mobility (Roberge, 2002), it is important for researchers, educators, and policy makers to understand and support generation 1.5 immigrants' experiences transitioning to public four-year institutions. Equity demands that future examinations and supports build upon the multifaceted assets unique to those growing up in two or more languages, places, and cultures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aims to analyze the factors that keep economically disadvantaged Hispanic students motivated when attaining their higher education degree. This study included 10 Hispanic students who have completed at least two academic years at an accredited four-year university in central or north New Jersey and were currently enrolled in one. Students who were eligible for the Pell Grant were considered economically disadvantaged. The data collected was obtained through recorded interviews, either in-person or via the Zoom platform; it was transcribed and analyzed through open coding. The three themes that stood out in this research were familial, social, and navigational capital. These themes were supported by Yosso's (2005) community cultural wealth model. The study's findings supported that capitals are interconnected and can overlap. The study demonstrated that Hispanic students employ social, familial, and navigation capital when trying to reach their higher education academic goals. The application of the findings could provide parents, educators, administrators, and policymakers at the state, institutional, and national levels who want Hispanic students to succeed 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.]

According to the research, community mentoring programs can influence an adolescent's social skills, academics, and social mobility. Part of the reason for this is that community-based mentoring programs can provide training and understanding of how adolescents can address situations they may encounter. In addition, community mentoring programs can provide adolescents with access to social capital that has the potential to influence them as they begin transitioning out of school and into the workforce. This study examined how community-based mentoring programs influences an adolescent's social capital and social competence. Data collected came from three community mentoring programs, one from each region in New Jersey, where individual interviews with the program directors and focus group interviews with the adolescents of those programs occurred. The findings from this study can reinforce and add to the existing research on community mentoring programs and their influence on adolescents who enroll. Data from this research can support developing mentoring programs in communities that are culturally responsive to the needs of the population they serve. The study found that adolescents' social skills, self-awareness, decision-making, networking, and social mobility were influenced by their enrollment in the community mentoring program. [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.]

There is a problem in Minneapolis communities at the intersection of ecological and social systems. Despite efforts to use native prairie plants for cleaning water, the social justice stories connected to native prairie plants were being ignored. This problem has negatively impacted communities because native prairie plants can be an educational tool for action around water justice, climate change, systemic racism, and habitat restoration. A possible cause of the problem is a narrowed focus on the science behind the native prairie plants without attention to diverse voices, perspectives, partnerships, and capital that people involved in the projects hold. The purpose of this case study was to hear from diverse voices, perspectives, and partnerships involved with a variety of native prairie planting sites in the Minneapolis area. This multiple case study investigated the meanings people made connected to forms of capital through a social constructivism paradigm based on participation in community native prairie planting projects. Four cases with six focus group interviews, alongside triangulation using artifacts and visual methods were used in this study. Analysis included critical theory, ecological citizenship theory, and complexity theory. Participant hands were on plants and in the soil where lessons expanded beyond the tangible environmental science into self-reflection and community relationships related to sense of place, connection, belonging, healing, agency, and knowledge to action. Nine findings emerged from the data. This study teaches community leaders tools and pathways for healing and reconciliation at the intersection of social and ecological systems (Berkes et al., 2008; Liu et al., 2007; Nyborg, K., 2020) and points out gains in forms of capital when native prairie planting projects were completed by individuals, groups, and communities. [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.]

Within our rapidly changing and growing global society, adolescent development into adulthood remains a pervasive issue that youth serving institutions and youth engagement practitioners across the world must address. While literature shows that there are numerous factors that contribute to the physical, mental, and social-emotional development of our next generation, little research exists related to the impact community-based, youth sports leaders within organizations/programs have on the health and well-being of historically marginalized communities. This research investigated how Black, community-based, youth sports leaders leverage themselves as critical brokers for marginalized communities. The purpose of this interview study, guided by a critical brokerage perspective, was to learn how Black, community-based, youth sports leaders within organizations create brokering orientations and utilize their social and/or cultural capital to serve and uplift marginalized communities. This study focused on Black youth sports leaders who engage in critical brokering orientations to positively impact historically marginalized communities. These leaders engaged in this work to support adolescent development into adulthood and to eliminate inequities that exist within marginalized communities. [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 benefits of a college degree are undeniable, particularly in a global economy and a very competitive workforce. Although nontraditional college students make up more than 70% of students attending college today, only 38% of nontraditional students earn a degree, while more than 60% of traditional students graduate with a degree (NCES, 2012); this gap suggests a problem of inequity between traditional and nontraditional college students. This study aimed to examine how targeted nontraditional students, those who were Latinx, Black, first generation, or low-income, leveraged community cultural wealth (CCW) as a resource in earning a college degree. CCW is a strengths-based theory that recognizes qualities often associated with marginalized people that can facilitate and influence success, particularly in education (Yosso, 2005). This study relied on the six forms of CCW: (a) aspirational capital, (b) familial capital, (c) linguistic capital, (d) navigational capital, (e) resistant capital, and (f) social capital. These forms of capital served as the basis for questions posed to participants in this qualitative case study to ascertain how CCW influenced the college experiences of nontraditional students and led to their success and degree attainment. This study examined the experiences of eight nontraditional college students who were at or near completion of a college degree, and through semistructured interview questions and the use of inductive coding through Dovetail, themes surfaced. Through data analysis, eight themes emerged, the first six of which were represented in the six forms of CCW. The semistructured questions elicited responses that conveyed the important role that cultural identity played in college for the nontraditional participants. They also examined the positive outcomes for nontraditional college students who accessed CCW while pursuing and achieving a college degree. Finally, two more minor themes undergirded the six forms of capital, which were (a) barriers and (b) influences. This study explored the implications of practices for collegiate institutions in the future, as well as potential focuses for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigates the challenges and support systems impacting the success and perseverance of first-generation Latina college students. It emphasizes the critical role of family involvement and the cultural wealth within their communities, which have been overlooked in prior research. Utilizing interviews with first-generation Latina students, this study aims to understand how their perceptions of family and community support impact their educational journeys. The objective is to underscore these support systems' importance in enhancing a key demographic's success in higher education. The research questions seek to explore: (1) How does familial capital, regarding values and customs within families, influence the aspirational persistence of first-generation Latina college students in their education? (2A) Which school-provided family engagement approaches have first-generation Latina college students found to be the most helpful in ensuring their success and persistence when transitioning from high school to college? (2B) What intrinsic family values and informal engagement strategies in the home environment contribute to the educational success and persistence of first-generation Latina college students in college? (3) How have social and navigational capitals, manifested through community support systems, shaped first-generation Latina college students' preparation for and transition to college? (4) How have first-generation Latina college students utilized their cultural wealth, explicitly drawing on aspirational, linguistic, familial, social, navigational, and resistant capitals, to overcome institutional barriers in higher education? This study explores how community resources and family involvement affect first-generation Latina college students' persistence and success, offering educational institutions guidance on enhancing support for this growing demographic. [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.]

For members of the dominant culture, libraries produce largely positive affective responses (Farkas). However, researchers and practitioners in the field of library science have identified a need to make library resources more accessible to patrons from marginalized communities who are excluded from library spaces by institutional policies and structural constraints that reproduce systemic inequities (Hughes-Hassel et al.). Research suggests that there is an important link between library services and community rhetorical empowerment that can help build social capital, but there has not been sufficient investigation into the relationship between library programming and social capital (Strover et al.). My dissertation project seeks to intervene in this gap by using a rhetoric and composition lens to understand the role that the circulation of both library materials and ideas about literacy plays in increasing individual empowerment and building individual social capital among marginalized community members. My findings suggest that empowerment is both material and affective, requiring people to have access to the resources they need but also to perceive themselves as participants in their own information building. I investigate rhetorical and literal understandings of how literacy is enacted in mobile libraries that emphasize access as the primary motivator for their services, using case studies that span a variety of types of mobile library programs. First, I examine Dolly Parton's Imagination Library and the Little Free Library Program as examples of large-scale public programs that are not geographically bounded or affiliated with a public library. Then, I move to mobile library programs that serve incarcerated people in a variety of geographic locations. These include Freedom Reads, Books Beyond Bars, Books through Bars, the Prison Book Program, and the Prisoners Literature Project. Although these programs serve the same population, they have distinct ways of operating that offer important insight into the rhetorical links between literacy and empowerment. Finally, I address public library bookmobile programs using one specific case study that focuses on a public library bookmobile in Austin, Texas. Altogether, my analysis of these examples shows that mobile library programs function rhetorically to circulate definitions of literacy that facilitate patron empowerment and build individual social capital. [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 delves into the intersections of social and cultural capital, self-advocacy, sense of belonging, and the experiences of mental health help-seeking among rural, first-generation college students. Rural, first-generation college students face unique challenges throughout their academic journey, this dissertation aims to contribute to the literature by examining the experiences and support mechanisms that are crucial for this population to be successful in higher education. This dissertation follows a triple-manuscript style, including a conceptual manuscript, quantitative manuscript, and a qualitative manuscript. The conceptual manuscript examined how college counselors can build contextual social and cultural capital among rural, first-generation college students through social ecological framework. The quantitative manuscript employed a simple linear regression to determine the predictive role of self-advocacy on sense of belonging. The results of this manuscript showed a significant negative correlation between self-advocacy readiness (SARS) and sense of belonging-psychological states (SOBI-P), while there was a significant positive correlation between SARS and sense of belonging-antecedents (SOBI-A). For the qualitative manuscript, semi-structured, in-depth, interviews were given to get at the essence of rural, first-generation college students' experiences seeking mental health services on a college campus. Three central themes emerged from the findings, (a) rural perceptions on mental health, (b) barriers to help-seeking, and (c) levels of support, with ten subthemes dispersed between the three central themes. These manuscripts offer invaluable insights into the experiences of rural, first-generation college students, presenting avenues to bolster their academic success and well-being within the realm 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.]

The COVID-19 pandemic was an unprecedented event in world history with a global impact. In the United States, emergency remote teaching (ERT) was utilized due to significant changes in the educational system, including temporary closures, shifts to remote and hybrid learning, and the addition of various infection control measures such as the wearing of masks, social distancing, and quarantine guidelines to reduce the community spread of COVID-19. These changes impacted those working and learning during the COVID-19 pandemic. This qualitative multiple-case study sought to describe and compare the professional experiences of four high school physical science teachers in the United States during the pandemic. Data was collected using surveys, participant artifacts, interviews, and focus groups between the spring of 2020 and the spring of 2022. The data were analyzed inductively using holistic and descriptive coding as well as inductively through a cross-case analysis by utilizing social reproduction theory (SRT) and teacher self-efficacy (TSE) theoretical frameworks. Four individual participant case descriptions and a cross-case analysis are reported. The findings indicate that teachers experienced significant changes to their schedules, technology use, instruction, and assessment. Teachers' ability to communicate professionally was impacted, as was teacher professional development (PD) and evaluation. These changes resulted in learning gaps, which were more significant for struggling and marginalized students. The results demonstrate that the teachers and their students experienced the pandemic differently depending on various factors, such as resource access and school type. The findings indicate that the teachers' students with more economic, social, and cultural capital were best positioned to access remote learning, which generated social reproduction and exacerbated inequalities. TSE decreased due to a lack of mastery and vicarious experiences, negative social and verbal persuasion, and the teachers' adverse physiological and emotional states. TSE was also reduced due to ecological factors such as increased uncertainty and role demands, powerlessness, and isolation. The pandemic displayed how inequities across our educational system must be addressed and how the educational system must better prepare and support teachers and students during educational disruptions. The teachers gained a greater appreciation for in-person instruction, became more confident in their use and implementation of classroom technology and remote teaching, and became more aware of inequities among 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.]

This study examined opportunities for enhancing transfer outcomes for community college students through summer research opportunities at a university. It emphasizes the significance of academic capital, derived from Bourdieu's cultural capital theory, in facilitating successful transfers. By offering ten-week paid summer research opportunities at a university for community college students, the study aims to identify practices supporting transfer abilities and addressing disparities in social mobility. The concept of academic capital encompasses easing financial concerns, enhancing support networks, and ensuring access to relevant information for students from low-income backgrounds. The research findings highlight the positive impact of research internships on students' academic capital, transfer readiness, and faculty perceptions. The study addresses three key research questions: (1) Academic capital increase: Analyzing changes in community college students' academic capital post participation in summer research projects; (2) Student transfer perceptions: Examining how summer research opportunities influence community college students' perceptions of transferring to four-year programs; (3) Faculty views on student success: Investigating faculty mentors' perceptions of community college student interns succeeding in baccalaureate programs. The findings underscore increases in academic capital, improved student perceptions of transfer capacity, and positive faculty views of community college student researchers. Despite challenges like payment delays and legal status issues affecting student participation, the study highlights the importance of providing support and opportunities for community college students to enhance their academic capital and improve transfer readiness. The research emphasizes the need for tailored transitional supports and strategic infrastructure changes to ensure successful transfers from two-year to four-year programs, ultimately aiming to uplift social mobility for diverse learners and advance educational and industry goals. [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.]

Formerly incarcerated students comprise a population that has been largely overlooked, when it comes to the recognition of their higher education promise and potential (Strayhorn et al., 2013; U.S. Department of Education, 2021). This lack of recognition contributes to the perpetuation of race- and class-based inequities and discounts the talents and potential of a multitude of individuals. In order to advance social justice and equity for this marginalized group, further exploration of their experiences with higher education is warranted. This exploration is increasingly timely, as the reinstatement of Pell eligibility for incarcerated students may place many more incarcerated individuals on a trajectory to continue pursuing their degrees at higher education institutions located outside of prison walls post-release. Although much research has been done on higher education courses offered in prison, relatively little is known about the experiences of formerly incarcerated students as they pursue higher education after prison release (Donaldson & Viera, 2021; Livingston & Miller, 2014; McTier et al., 2020b; Strayhorn et al., 2013).This qualitative study used the theoretical framework of social capital to explore the experiences of formerly incarcerated students as they have transitioned out of prison and into on-campus learning at institutions of higher education. The study was primarily aimed at obtaining a better understanding of the barriers and supports that formerly incarcerated students experience as they pursue higher education, focusing specifically on the ways in which they are able to cultivate a sense of belonging. Additionally, the study explored the motivations behind formerly incarcerated students' decisions to continue pursuing higher education after their release from prison as well as their expectations for the future post-graduation. Data were collected through surveys, semi-structured, in-depth interviews with formerly incarcerated undergraduate and graduate students, and publicly accessible articles and video featuring the higher education experiences of formerly incarcerated students. Findings revealed that formerly incarcerated students' decisions to continue higher education after prison were influenced by several factors, including personal transformations that led to the revaluation of higher education and the desire for better professional prospects after prison. Additionally, the decision to continue higher education was influenced by the acquisition of meaningful social capital that occurred through in-prison education. Connections to faculty members and fellow students made the task of earning a college degree on campus seem more attainable. Pertaining to barriers to experiencing a sense of belonging on campus, students who were formerly incarcerated dealt with culture shock during their transition from prison to on-campus learning; concerns over being stigmatized and perceived negatively by others; limitations and restrictions imposed on them by the halfway houses in which many of them lived; and a lack of shared experience with others on campus. Conversely, formerly incarcerated students found support and a sense of belonging in the context of the program in which they were involved, which offered them a sense of family and access to multi-faceted support services. Positive relationships with faculty also facilitated the cultivation of a sense of belonging among formerly incarcerated students, as did instances where they were able to leverage their life experiences in order to educate, inform, and mentor others on campus. Notably, the program provided various resources and opportunities to form meaningful connections with others, including other formerly incarcerated students, program staff, and faculty connected to the program. In this way, social capital acquisition--in the form of meaningful and supportive relationships fostered through the program--was most instrumental in facilitating a sense of belonging within their institution of higher education. Findings also showed that the higher education experiences of formerly incarcerated students had an overall positive effect on their perceptions of post-graduation opportunities. Through their higher education experiences, and more specifically through their time in the RISE-UP [a pseudonym] program, participants expanded their perspective on what they thought possible for themselves and gained confidence that their goals for the future were attainable. The program facilitated widespread networking and other opportunities for students, which led them to acquire a great deal of social capital. This social capital they acquired was most important in shaping their positive expectations for their post-graduation futures. As formerly incarcerated students are not a homogenous group, findings differed slightly based on factors such as gender, age, race/ethnicity, and campus attended. Findings of the current study show that in higher education spaces formerly incarcerated students have much to contribute but often face considerable barriers, particularly when it comes to establishing a sense of belonging. The findings have many important implications and suggest that by adopting certain policies and practices universities, administration, and faculty could help to better meet the needs of formerly incarcerated students and thereby increase their chances of academic, professional, and personal success. Future research should be conducted to further understand the experiences of diverse groups of formerly incarcerated students situated in various higher contexts. [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.]

Youth mentoring organizations miss the opportunity to re-engage the people they serve to help others within their organization. As such, they may perpetuate the marginalization of the youth served. Through the Clark and Estes (2008) gap analytical framework, this study sought to understand the gaps in knowledge, motivation, and organizational influences affecting the re-engagement of alumni mentees. Further, using the lens of Bourdieu's (1986) social capital theory, this study first sought to investigate if the organization understood the personal gains of mentors in the relationship. Second, this study sought to understand if executive leaders understand the social capital gains for a mentee to advance to a mentor. This study employed semi-structured qualitative interviews, supplemented by a document analysis for triangulation of collected data. The validated gaps from this study were in motivation, organizational influences, and social capital understanding. The key findings from this study were in knowledge, motivation, and organizational influences, as well as in social capital. Most notably the participants indicated the social capital finding of mentors feeling like they receive more out of the match than the mentees. Certainly, if the organization encouraged alumni mentees to elevate to mentees, they too could receive this social capital gain. Further, encouraging alumni mentees could help the organization sustain itself with a cyclical mentor pool. [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.]

Community schools have shown promising gains for students in the areas of student attendance, academic achievement, student behavior, and school climate. However, little scholarship has addressed the experiences of these schools and their stakeholders during the COVID-19 pandemic. To determine how community school programs were impacted by the pandemic, as well as how community school programs supported families during this time, this study utilized a phenomenological approach. Interviews were conducted with community school coordinators across a single network of community schools spanning several school districts. Based on coordinators' experiences, the pandemic represented a clear disruption to community schools for numerous reasons. School closures eliminated many in-person opportunities to connect and increased communication challenges between coordinators and other stakeholders within their programs. Certain organizational factors and changes related to the structure of the community school coordinator role during this time further detracted from the relationships that had previously been built within these programs. This made it difficult for coordinators to monitor families' needs and to leverage their community-based relationships to acquire resources to address those needs. Additionally, numerous community school services and programs that supported families were terminated during this time. All of these factors represented a threat to the social capital that had previously been developed in these schools. Yet, at the same time, certain structures within community school programs enabled coordinators to continue leveraging the social capital that existed within their school communities. Coordinators discussed leaning heavily on their existing networks of community school coordinators and community partners to acquire resources to address families' changing needs. They also discussed working to develop new community partnerships to address families' needs. Therefore, while the pandemic increased challenges within community school programs, these programs continued to serve as a critical support to families during this time. This research contributes to the growing literature highlighting the value community school programs bring to their school communities and demonstrates the value of such programs during times of crisis. [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.]