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The journey of Black women into senior leadership roles within higher education institutions is characterized by a complex interplay of personal and professional realms shaped by the intersecting forces of racism and sexism. This dissertation examined the lived experiences of these trailblazing leaders, revealing the systemic barriers they encounter, the resilience they embody, and the strategies they employ to navigate and transform the academic landscape. Through a rigorous qualitative approach, this study gives voice to the narratives of Black women in positions such as university deans, vice-presidents, and provosts. It explores the multifaceted challenges they face, including the questioning of their legitimacy, marginalization, and the persistent confrontation with racist and sexist stereotypes. The research underscores the emotional labor and toll these experiences can have on their well-being and their decision to remain in or leave their leadership roles. Central to this study is examining workplace factors that contribute to or detract from Black women leaders' sense of belonging, job satisfaction, and intent to remain. It highlights the critical importance of supportive networks, mentorship, and institutional policies promoting diversity, equity, and inclusion. The study explored these leaders' strategies to navigate adversities, build support systems, and advocate for change within their institutions. Furthermore, this dissertation sheds light on the institutional factors and policies that can foster the retention and advancement of Black women in higher education leadership. It emphasizes the need for comprehensive mentorship programs, targeted professional development initiatives, and inclusive spaces celebrating diversity. The research also underscores the significance of work-life balance policies that acknowledge the holistic needs of Black women leaders. Through this in-depth exploration, the study contributes to a deeper understanding of the systemic issues influencing the career trajectories of Black women in academia. It calls for a concerted effort to dismantle barriers and create a more equitable and inclusive higher education landscape where Black women's unique perspectives and contributions in leadership roles are valued and amplified. Overall, this study is an essential resource for advancing knowledge and understanding in the field, and its implications can potentially influence positive change in academia. [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 well-being of special education teachers is paramount to ensuring a high-quality and sustainable education system for students with disabilities (Sawatske et al., 2024). The purpose of this qualitative, phenomenological study was to explore, in a large, southeast Texas school district, the perceptions of secondary special education teachers regarding their well-being and how it may be impacted positively or negatively by organizational policy and administrative practice. Findings in participant responses to the interview protocol revealed many positive factors associated with job responsibility and administrative practices regarding special educator well-being. However, throughout the interviews, no special educator mentioned any specific organizational policies positively or negatively impacting them as educators. Based on the findings, the implementation of effective professional development for special educators and administrators would result in positive well-being and outcomes for special educators. The resulting project attached to this dissertation in practice involved the creation of a professional development plan and workshop series for addressing the well-being of special educators. [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 ways that school policies are understood and taken up by teachers. A review of the relevant literature suggests that much school policy, even that which is explicitly designed to ameliorate inequities that exist within schools and school systems, often have an inverse effect. It is also established that teachers, for many reasons, often subvert school policies in their daily practice. Using a transliteracies framework, this study seeks to explore the intimacies of these disconnects for teachers through a close look at their narratives surrounding school policy and the ways that certain policies affect their identities. This study is underpinned by theories of power explicated by Foucault (1980; 1995) and de Certeau (1984) which detail the movement of power across structures and the ways that individuals navigate their understanding of policy through tactical moves. In this research, I ask: How do teachers narrate their understanding of and relationship with school policies?; What do those narratives reveal about power and the way that policy is enacted, received, and/or subverted and the situatedness of those stakeholders?; How do stakeholders in a school system position themselves and their identities when narrating their lived experiences with school policies? Data generated during this research reveals that teachers solidify their epistemological stances on policy through discourse practices while allowing for paradigmatic shifts in their understanding of policies, that linguistically, teachers invoke downscaling moves more dominantly than other scalar moves when describing their lived experiences with school policy, that teachers use a variety of scalar moves in conjunction with one another, sometimes counterintuitively, during their narrations of experiences with school policies, and that teachers' understanding of school policy often emerges through discursive and semiotic activities, though those teachers in roles of heightened responsibility and perceived power often narrate their policy experiences with stronger stances. Data also suggested that teachers' understanding of policy is often influenced by multiple, often ineffable influences across space and time and that teacher response to policy is often the result of the omnidirectional flow of power throughout systems in schools and districts. The study contributes to the growing field of policy mobilities, adding the dimension of discourse practices explicitly around teacher identity and school policy. It also contributes to transliteracies theory and methodology (Stornaiuolo et al., 2017) that specifically address power while adding to the corpus of research on student and teacher relationships to school policy. [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 case study investigated one urban school district's efforts to address the mental health of its students during COVID-19. Specifically, I examined the protocols established by the district and the daily implementation of social-emotional learning and culturally relevant practices during the 2020-21 school year, focusing on the instructors' perspective. Utilizing a semi-structured qualitative interview approach, I collected data from five teachers and one district personnel and corroborated it with district survey results and the Learning Continuity Plan. Findings indicate that despite teachers not explicitly understanding social-emotional learning (SEL) before COVID-19, they relied on a strong network of support and personal expertise to address the social-emotional needs of their students. Students engaged in activities such as art therapy, journaling, yoga, and community circles. Teachers incorporated culturally relevant lessons into online instructional sessions. The district established protocols to address the mental health of their students; however, teachers perceived them to have little effect on students' mental health. The protocols specified in the Learning Continuity Plan may not have been fully effective, or the student's social-emotional needs might have exceeded the support offered by the district, as further evidenced by the fact that teachers were compelled to advance much further than what was stipulated by the district. These findings indicate the need to be more proactive versus reactive. From teacher credentialing programs to new teacher onboarding at Title I schools, educators need more training and long-term coaching provided by experienced professionals to effectively support students' mental health needs, particularly 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.]

Problem: Sexual harassment is a social ill that exists across nations, socio-economic backgrounds, races, nationality, ethnicity, age groups, and sex. Although both male and female members of society experience sexual harassment, research shows that a greater percentage of sexual harassment victims are women (Whitley & Page, 2015; CharterJee, 2018). A comparison of the prevalence of sexual harassment at workplaces and educational institutions shows that sexual harassment is more widespread at institutions of learning than at workplaces. Research on the prevalence of attitudes and or perceptions toward sexual harassment in institutions of higher learning shows that between 10%-68% of female students have experienced sexual harassment from a faculty member (Paludi et al., 2006; Ali, 2013; Matina, 2002; Adinew & Hagos, 2017). Most research findings on sexual harassment are based on research carried out mostly in Western cultures. There is a dearth of research on attitudes and/or perceptions toward sexual harassment, sexual harassment reporting and the institutional likelihood of addressing sexual harassment among students, faculty/staff and administrators in various Zambian higher education institutions. Suppose the problem of sexual harassment in various Zambian institutions of higher learning is not investigated, victims will continue to suffer the emotional, physical, and psychological effects of being sexually harassed, and policymakers will not have data to facilitate the possible development of comprehensive policies that adequately address this social ill. Therefore, it is paramount that sexual harassment in various Zambian institutions of higher learning be investigated through empirical research to provide a deeper understanding of this problem among Zambian higher education students, faculty/staff and administrators. Purpose of Study: The purpose of this study is to (1) find out how age, gender, occupation, and institution type relate or correlate to attitudes towards sexual harassment (2) determine attitudes of students, faculty, staff and administrators toward reporting sexual harassment (3) determine the relationship between age, gender, occupation and institution type and organizational tolerance of sexual harassment and (4) as well as investigate the relationship between sexual harassment reporting and sexual harassment attitude and organizational tolerance of sexual harassment among selected Zambian higher education institutions' students, faculty/staff and administrators. Method: The research was a non-experimental quantitative and correlational research. The relationship between age, gender, occupation, type of school and attitudes toward sexual harassment was measured using the Sexual Harassment Attitude Scale. The attitudes towards reporting sexual harassment in selected Zambian institutions of higher learning were measured using the 'Sexual Harassment Reporting Attitude Scale' and the relationship between age, gender, occupation, type of school and perceptions towards organizations' likelihood to address sexual harassment in Zambian institutions of higher learning was measured using the 'Organizational Tolerance for Sexual Harassment Inventory." Question four which examined the extent to which reporting sexual harassment is related to attitudes towards sexual harassment and organizational tolerance of sexual harassment was analyzed using the structural equation modeling technique (SEM). Findings: Overall, participants have less favorable attitudes toward sexual harassment. On gender, males are more favorable of sexual harassment behaviors than female participants. On age, the 18-25 age group is of the view that reporting sexual harassment results in retaliation; reporting is not taken seriously by their organizations; and that their organizations have tolerance of sexual harassment among peers, when compared with other age groups. On occupation, generally, students perceive their organizations to be more tolerant of sexual harassment among peers than when it involves a lecturer or supervisor. Concerning university location, participants from urban institutions showed higher favorable attitudes towards sexual harassment in comparison with rural participants. Public university respondents recorded higher favorable attitudes towards sexual harassment when compared with private university respondents. The faith-based institution also showed less tolerance of sexual harassment behaviors in comparison with non-faith-based institution participants. Regarding relationships between and among variables, there is a significant negative relationship between sexual harassment attitudes and organizational tolerance of sexual harassment. There is also a weak non-significant direct relationship between attitudes towards sexual harassment and sexual harassment reporting. However, there is a significant positive direct relationship between institutional tolerance of sexual harassment and sexual harassment reporting at the institution. Thus, tolerance of sexual harassment at institutional level affects levels of reporting. There is also an indirect negative relationship between sexual harassment attitude and sexual harassment reporting when mediated by organizational tolerance of sexual harassment. [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 comparative case study was to understand the creation and implementation of the medical withdrawal policy and differences of the return from withdrawal policies in the University State System in the context of students with severe and persistent mental illness. This study focused on two specific institutions in the University State System with unique institutional characteristics and distinct policies for returning from medical withdrawal: the University State -- Brown Hedge and the University State -- Blue Bluff. The secondary purpose of this study was to understand the impact of micro, mezzo, and macro factors on policy development and implementation. The findings identified the opportunity to connect medical withdrawal and universal design to reimagine medical withdrawal and reentry policies. The study also identified the collegiate stress experienced by students and the state of wellness for students, staff, and faculty. The final finding described the primary driver of the current state of medical withdrawal policies as financial due to the rise of the neoliberal university and the shift to students as consumers. Recommendations are provided for post-secondary education practice to address best practices in medical withdrawal policies and practices, challenges with campus and community providers, and financial implications withdrawal policies. [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 examines the landmark case Larry P. v. Riles and its impact on addressing the disproportionality and overrepresentation of Black and/or African American students in special education within California. Despite the court's ruling, which prohibited the use of IQ tests for Black students for special education placement due to cultural bias, this research contends that the decision has been largely ineffective in achieving its intended goals. Through a comprehensive analysis of historical data, policy developments, and educational outcomes post-ruling, the study highlights persistent systemic issues and institutional biases that continue to hinder equitable identification and support for Black students. The dissertation explores alternative assessment methods, evaluates the efficacy of policy interventions, and provides a critical lens on the implementation challenges faced by educational institutions. Findings suggest that while the Larry P. v. Riles decision marked a significant step towards recognizing and addressing racial biases in educational assessments, more robust and multifaceted approaches are necessary to genuinely remediate the inequities in special education. This research underscores the need for continuous advocacy, policy reform, and innovative practices to ensure fair and just educational opportunities for all 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 qualitative case study seeks to understand the lived experiences of school principals acknowledging and elevating student counternarratives shared via Instagram during the Black@ movement about the impact of race in their schools. This study also explores how school principals demonstrate racial literacy attentive to school context through their leadership actions elevating student counternarratives. This study focuses on six school principals leading schools in a large, diverse, suburban school district in the mid-Atlantic region of the United States. Students of color shared their stories on Instagram in June 2020, during a period of significant racial tension throughout the United States due to ongoing systemic racism and frequent incidents of police brutality including murder towards people of color. Data collection began with a prescreening questionnaire to purposefully sample a diverse group of principals. Once participants were identified, a one-on-one semi-structured interview took place using open-ended questions formulated to evoke the lived experiences of school principals who lead the elevation of the stories of students of color shared via Instagram during the Black@ movement. The final data collected included self-selected artifacts that participants shared to demonstrate their leadership actions elevating student stories to improve students' experiences and outcomes at school. Principals' leadership actions included critical reflection, ongoing racial dialogue, and learning experiences for staff. Their leadership created opportunities for student leadership, developed structures for student's voices to inform school improvement initiatives, and provided a critical examination of existing school structures and policies to eliminate racism at their schools. [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 action research study examined the current attendance protocol at a Title I school in the southeastern region of the United States. Data were collected from three sources: survey, interviews, and a focus group. The collected data were analyzed using NVivo 14 software, resulting in six themes--two for each of the three questions for analysis. Two themes emerged regarding the impact of the protocol: (a) parental awareness and responsibility and (b) protocol influence. Regarding the effectiveness of the current protocol, two themes emerged: (a) staff communication and (b) implementation. Two final themes emerged in regard to recommendations for the current protocol: (a) community support and (b) accountability. The themes identified through the data analysis process were used to make three recommendations for practice: increase communication with families regarding attendance; establish a systematic, individualized process for attendance monitoring; and increase community awareness of the importance of attendance. Chapter 5 contains an executive summary with a concise outline of this action research 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 increasing number of teachers leaving the profession has put a serious strain on the education system, and principals have identified various strategies they implement which could impact teacher retention. Prior research indicated that school principals play a crucial role in the retention of teachers by developing a supportive school environment. Through interviews of principals in counties surrounding one metropolitan area, the research team gathered information about the perceived strategies to support teacher retention. Principals acknowledge their influence on teacher retention through building a positive work environment and supporting teachers. Barriers that school leaders face included highlighting compensation issues, teacher demands, district policies, and external pressures. This study also investigated how principals support teachers throughout their careers, and found that many principals are not receiving training specific to teacher retention. These findings indicate the need for integrated principal training programs, an employee-centered approach, support for teachers with discipline, and instilling an autonomous classroom 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 report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [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 report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [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.]

My Dissertation in Practice concentrated on sexual assault in community colleges with a focus on a mid-western community college. Sexual assault is a pervasive issue that has plagued higher education for years. The purpose of this quantitative descriptive exploratory research study was to explore students' knowledge and awareness of the policies and procedures with respect to sexual assault as well as support services available for victims of sexual assault in a community college setting. The purpose was to also to learn about students' perspectives on the usefulness of sexual assault training if they received training. The following research questions and sub-question guided the study: RQ 1: How knowledgeable and aware are the students at a Mid-Western community college of sexual assault? Sub-Question: Are there significant differences in knowledge and awareness of sexual assault based on the students' full-time or part-time status? RQ 2: What are the students' perspectives on the usefulness of sexual assault training at a Mid-Western community college? A quantitative approach was the chosen methodology for this study. The targeted participants were freshman students. The data collection method for the study consisted of a noninterventional, anonymized, web-based survey. My findings concluded that 28 students did not receive sexual assault training. Most of the students were at least moderately knowledgeable (16) about how to report a sexual assault at this school but least aware (18) of where they can find 24/7 support related to sexual assault. Findings highlighted opportunities for college officials at the mid-western community college to better explore ways to engage students' knowledge and awareness of sexual assault. [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.]

Critical race theory has challenged whose truth is told in schools (Lynn & Parker, 2006). Private schools belonging to the National Association of Independent Schools have questioned what truth is taught in their schools ("NAIS -- Diversity, Equity, Inclusion, and Belonging," n.d.). Concurrently, these schools face declining enrollment of full tuition-paying families who are typically White (Ee et al., 2018). This dissertation is a qualitative phenomenological study. The phenomenological study aims to understand how enrollment directors at independent schools in the American Southwest perceive parent and guardian reaction to diversity, equity, and inclusion policies, practices, and pedagogy in their schools and how this might impact enrollment. The theoretical framework for this study is critical race theory. An overview of private schools, with a focus on race and class, will be presented, as well as the current challenges facing independent schools. Specific recommendations for future studies will also be 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.]

Cell phones have become a major part of our lives, and as such, they have presented new problems for school officials. This dissertation explores the current status of Fourth Amendment Law and how courts are applying the law to the search and seizure of cell phones in schools, by reviewing cases regarding search and seizure of electronic devices, personal property, and persons in order to ascertain the relevance to the search and seizure of cell phones in schools. By reviewing the relevant history of search and seizure law in the U.S., the current status of search and seizure law in the U.S., the current status of the law concerning students use of cell phones while in public schools, and, given the history and current status of search and seizure law in the U.S., this dissertation determines what the history and current status of search and seizure law tells us about the likely future direction of the law concerning student use of cell phones while in public schools. This dissertation compiled a database of court cases that revealed the development and current status of search and seizure laws and how the courts interpret these laws in making rulings on cell phone search and seizure in public schools and predicts how courts may rule regarding searches and seizures of cell phones in schools in future cases. [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.]

Sexual violence (SV) is a global public health crisis of pandemic proportions. Sexual harassment (SH) and violence are pervasive on college campuses, negatively impacting students, faculty, and staff. To address this, U.S. universities are required by federal law to implement EBP programs to foster awareness, knowledge, attitudes, and skills/behaviors (competencies) to prevent or mitigate sexual misconduct. Improving these competencies can increase students' capacity to respond to SH and SV they experience or witness positively impacting retention, health, wellness, and graduation outcomes. Additionally, recent empirical evidence has linked organizational culture (i.e., values, shared beliefs, and artifacts) and competencies to effectively responding to institutional crises such as SV. This quantitative study analyzed state university disaggregated data from a 2016 Title IX student survey through a framework of organizational culture. Specifically, the study explored differences between rural-urban and undergraduate graduate students' competencies (i.e., awareness, knowledge, attitudes, skills/behaviors) and the values, artifacts, and beliefs stated in state university policy and procedures. Further research should consider the likely effects of organizational culture on the implementation of SH and SV prevention programs. [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 COVID-19 pandemic created an opportunity to reexamine many of the research findings associated with high school athletics. Utilizing a hermeneutic phenomenological methodology, specifically an interpretative phenomenological analysis (IPA) approach, the research evaluated commonly held theories and beliefs associated with high school sports. Focusing on the lived experiences of nine high school administrators, through semi-structured interviews, the researcher identified possible opportunities to enhance the positive impact of high school athletics. The study analyzed the validity of the zero-sum (Coleman, 1961), developmental perspective (Holland & Andre, 1987) and commitment-to-school (Marsh, 1992) theories. The study investigated the impact of the pandemic on student-athletes regarding participation rates, academic performance, school attendance, student discipline, development of life skills, mental health, and collegiate athletic opportunities. At the institutional level, the research explored how the pandemic affected school policy as well as the perceived importance of high school sports among the community, school leaders, student-athletes, and parents. The study supports many of the existing positive outcomes identified in the literature associated with athletic participation. The research also found that the value of athletics was high prior to, during and after the pandemic. How this value was manifested in student and parent behavior changed significantly during the pandemic. The study demonstrates and reinforces the substantial role that athletics can have on the mental health of students. The impact of the pandemic on participation was mixed based on timing and age of students. Few lasting policy changes associated with athletics were implemented as a result of the pandemic. [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 is a critical issue for the American education system and society as a whole. Much research has focused on teacher recruitment, pathways to teacher credentialing, and factors that support teacher retention, including positive organizational conditions and administrative support. Teachers of Color make up a numerical minority in America's classrooms despite student demographics shifting to an increasingly diverse composition. Research supports the importance of Teachers of Color for students, both minority and non-minority. Despite this understanding, numerous barriers exist for Teachers of Color in America's classrooms. Recent research has shown that increased attention to organizational conditions and how teachers experience their workplace influences their employment decisions. Focusing on a suburban school district in Southern California, this mixed methods research study examines how Teachers of Color experience their workplace, and how experiences of belonging and othering influence their desire to stay or depart. Drawing upon Bronfenbrenner's (1999) Ecological Systems Theory, the study puts forth an original framework placing the Teacher of Color in the center of four contexts; self, school, district and community. Findings show that school context most influences belonging, that positive relationships with colleagues and administrators are positively associated with belonging, and that a teacher's individual purpose is central to this theme. District equity policies are also positively associated with belonging for Teachers of Color. The implications for administrators and educational leaders hold promise in fostering belonging and increasing retention for Teachers of Color in suburban school 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.]