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This study investigates the impact of gender bias on female superintendents' careers on Long Island. Despite comprising the majority of teachers, women hold a significantly lower proportion of leadership positions. The research employed a mixed-method approach with quantitative and qualitative phases to explore this disparity. The findings reveal that gender bias and lookism significantly influence the career trajectories of female superintendents. Participants reported experiences of sexism, lookism, and ageism. They also highlighted the prevalence of "code-switching," adapting communication styles to navigate professional settings. Mentorship emerged as a valuable resource for career advancement, while acknowledging the additional challenges faced by women in leadership. The study emphasizes the need for systemic changes to address gender bias and promote equity in educational leadership. This includes dismantling deeply ingrained stereotypes, creating inclusive environments, and fostering mentorship programs tailored to women's needs. Future research recommendations include longitudinal studies, intersectional analyses, and comparative studies to gain a deeper understanding of these dynamics. [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 study examined the difficulties encountered by parents of children with ASD in rural communities in Nigeria. The lack of sufficient healthcare facilities and proficient practitioners in rural locations hinders the availability of early intervention services. The cultural beliefs and misconceptions surrounding ASD exacerbate stigma, discrimination, and social isolation experienced by diagnosed children and their families. This study investigated the accessibility and effectiveness of community-based support systems in rural areas, such as informal networks and local organizations. Additionally, the study investigated parents' perspectives regarding enhancing support structures and treatments specifically designed for the rural Nigerian setting. The study was a qualitative study using a narrative approach. The study included five parents, each with a child diagnosed with ASD and who resides in rural Nigerian communities. Interview and focus group questions that were framed served as the method of data collection. A thematic coding process was used for the analysis and the software employed was the MAXQDA software. The study findings indicated that parents of children diagnosed with ASD in rural areas of Nigeria face various challenges. These challenges include financial constraints, cultural barriers, lack of awareness and knowledge, psychological trauma, social rejection (stigmatization), limited educational resources, insufficient availability of specialists and rehabilitation facilities, and inadequate support and expertise. The study also found that parents believe that improving support systems and interventions in rural Nigeria can be achieved through the provision of facilities, development of comprehensive programs, establishment of direct partnerships, involvement of non-governmental organizations (NGOs), provision of trained educators, and community interventions. It has been suggested that there should be an increase in the establishment of formal networks in rural Nigerian communities for children with ASD. Enhancing outcomes for parents necessitates the implementation of community awareness, early intervention efforts, and counseling assistance for families. It implies that providing parents with information and intervention choices for autism might help alleviate the difficulties associated with managing the condition. [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.]

Despite years of progress, there remains an academic achievement gap among minority and non-minority students in all levels of education. A possible reason for the persistent achievement gap is stereotype threat, which is a situational predicament that prompts individuals to perform in ways that mirror the stereotypes associated with their social groups. Self-affirmation interventions are often used to disrupt the effects of stereotype threat, as students are taught how to focus on their strengths and values to help improve their self-concepts. However, spontaneous self-affirmation techniques may be more impactful because students are able to automatically self-affirm in any psychologically threatening situation. Although stereotype threat and self-affirmation have been examined in in-person classrooms, few studies have examined the concepts in online learning contexts. This quantitative study, with a theoretical foundation rooted in stereotype threat theory, self-affirmation theory, and social presence theory, examined how spontaneous self-affirmation and context (synchronous and asynchronous online learning formats) moderated the relationship between stereotype threat and online academic performance. The ethnic stigma consciousness subscale from the Social Identities and Attitudes Scale, the Spontaneous Self-Affirmation Measure, and the background section of the College Student Experience Questionnaire were used to collect the data. Hierarchical multiple regression was used to test the moderation effects. Results from the study indicated that spontaneous self-affirmation and context do not moderate the relationship between stereotype threat and online academic performance. Nonetheless, these findings could impact positive social change by stimulating additional relevant research in the future. [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.]

While existing literature has extensively documented interracial stereotypes faced by Black individuals, this study delved into the lesser-explored realm of stereotypes emanating from within the Black community itself. This dissertation explored the experiences of Black female college students in predominantly white educational environments, focusing on the pervasive influence of intraracial stereotypes. Grounded in phenomenological inquiry and guided by Black Feminist Critique, the research investigated the impact of these intraracial stereotypes on relationships, sense of belonging, and coping strategies among Black female college students. Four research questions guided this dissertation: What are the intraracial stereotypes experienced by Black female college students? How have these intraracial stereotypes shaped their experiences and relationships with Black faculty, Black peers, family members, and the Black community? How do intraracial stereotypes about Black female college students shape their sense of belonging? Lastly, how do Black female college students manage tensions arising from intraracial stereotypes? In-depth semi-structured focus groups were held with 31 Black female college students in Southern California. This study also found that Black female college students experience stereotypes (or microaggressions) from within their racial group across Black family members, Black peers, Black faculty members, and the broader Black community that paralleled their academic intellect or pursuits to whiteness. In addition, this study revealed that even if participants were met with stereotypes from within the family unit, familial support for education was the most prevalent across all eight focus groups, while academia placed a heightened sense of dissonance on friendships (five focus groups), particularly when the participants' friends did not attend college. On the college campus, participants expressed equally in six focus groups how they experienced both supportiveness and dissonance in their Black academic relationships. Participants also shared how they experienced dissonance in their academic relationships with non-Black peers (five focus groups), often implying that they were made to feel academically inferior, solidifying the overarching conceptual framework of this study in which same-race stereotypes of Black female college students often parallel broader interracial stereotypes that undermine Black academic intellect. These stereotypes may or may not affect and shape their sense of belonging, but when they do, the result is what most focus groups (five) described as isolation and questioning how their behaviors may not align with what their Black counterparts identify as "Black." When participants' sense of belonging is not affected by these stereotypes, it may also contribute to their academic resilience to continue to thrive and remain ambitious in the wake of adversity. This is important to note as all focus groups explored where they felt the greatest and weakest sense of belonging. Across all focus groups, participants expressed feeling unwelcome in academic spaces from their non-Black counterparts and some of their Black peers. By contrast, participants understood their need to belong and find affirming Black peer spaces in academic and non-academic settings (the most cited coping strategy across seven focus groups) to combat the negative messaging of intraracial stereotypes. While these stereotypes may undermine the validation of Black excellence, participants exhibited unwavering commitment to their Black identity and academic resilience. To that end, the results of this study call for increased awareness to address these stereotypes, the creation of safe spaces within higher education institutions, and further research into similar stereotypes across diverse racial and gender groups. By shedding light on the experiences of Black female college students navigating intraracial stereotypes, this research contributes to a more comprehensive understanding of the challenges they face in predominantly white academic spaces and often in lesser researched predominantly Black spaces both on and off campus. [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 examined the college choice process of high-achieving, secondary African American female students enrolled at a Science, Technology, Engineering, and Mathematics (STEM)-focused Academy aspiring to study STEM at a 4-year college or university. Minority women, unlike White women and racial minority men, face a double bind as they are underrepresented in both gender and race categories (Lockett et al., 2018). Employing Critical Race Theory (CRT), this researcher explored the impact of race and genderism on Black female STEM performance success, contributing factors to student motivation to succeed in STEM, support or lack of support from educational institutions, and whether or not the participants considered the pursuit of STEM fields at Historically Black colleges (HBCUs). The application of CRT allowed this researcher to challenge the normative conversation around Black girls' STEM performance and examine the gaps in the STEM pipeline for this group. Black girls and women continue to have disproportionately low numbers in achieving STEM degrees (National Science Board, 2016). Data collection involved utilizing 20 semi-structured open-ended questions during face-to-face interviews. Key findings included: (a) the school culture at the Academy served as an inclusive environment for students STEM identity development; (b) students experienced a lack of access to advanced studies in math and science during primary and middle school; (c) a hostile classroom climate consisted of microaggressions due to negative gender stereotyping; (d) students experienced racialized incidents in predominately White/male educational spaces during extracurricular programming and competitions; (e) the college exploration process was impacted by systemic racial and financial policies; and (f) the need for more Black female and women of color mentorship to guide their STEM trajectory. Implications for practice included the necessity to improve classroom environments for Black girls in STEM, STEM identity development that addresses discrimination to deal with intersectionality, and employing strategic instructional practices that are culturally responsive. Recommendations for further research included creating safe STEM spaces and implementing culturally relevant pedagogical strategies, conducting longitudinal studies to further identify high-achieving Black girls' nuances in their STEM trajectory, and strengthening student preparation within K-12 college-going school culture. [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 narrative qualitative research study delved into the perspectives of Black teachers regarding the accessibility of school leadership and the barriers encountered by school leaders during their transition into school leadership roles. Its objective was to highlight the underrepresentation of Black educators, particularly Black administrators. Since the 1954 "Brown v. Board of Education," the percentage of Black educators has significantly declined. The ruling failed to provide clear guidelines for integrating Black and white schools and staff, resulting in a widespread exodus, demotion, and dismissal of Black educators. Seventy years later, Black educators remain significantly underrepresented. Previous research has inadequately considered the perspectives of Black educators concerning their identity and career paths, along with the barriers face by Black school leaders in attaining administrative roles. Utilizing a narrative design allowed the researcher to collect data through an open-ended survey question, two journal responses, and virtual interviews with five Black teachers and five school administrators across public and charter schools in Virginia, North Carolina, Georgia, Tennessee, and Texas. Critical Race Theory and Social Identity Theory provided the framework for this study. Key findings from the study included Black teachers had a disinterest in becoming school administrators due to the lack of representation, lack of school administrator support, and negative relationships with school administrators. However, some expressed aspirations to become administrators driven by the opportunity to enhance professional support for teachers and foster cultural and academic support for students. Additionally, the study identified barriers faced by school administrators, such as discriminatory hiring practices, negative stereotypes related to race, age and gender, and challenges in career advancement linked to their identities. The last finding highlighted the effect of intersectionality on perspective regarding career progression. Implications of the findings are discussed in relation to critical race theory and social identity theory and for the concepts of racial segregation, intersectionality, and gendered racism. [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 examined the narrative of community college educators during their journey to embrace a playful teaching practice. Data collection included the narratives produced within a Community of Practice, focus groups with both students and educators, and document analysis. Data analysis revealed six themes. The first theme, origins of play, demonstrated how teachers' playful journey began. The second theme, motivations to become playful, discusses faculty's desire to use play as everyday resistance against traditional pedagogy. The third theme, playful characteristics, revealed the attributes playful educators embedded such as adaptability, organization, joy, and self-acceptance. The fourth theme, the purpose of play, presented four intentions behind playful teaching practices: promoting knowledge assimilation and creation, community building, personal development, and socio-emotional learning. The fifth theme, the context of play, discusses three challenges playful teachers confront and the solutions they created: pushing against stereotypes through transparent communication; negotiating restrictive course structure through finding one's own playful style; and navigating unexpected outcomes through flexibility and failing forward. The sixth theme, benefits of play, revealed that students who engage in playful activities achieve meaningful learning, increased confidence, sense of belonging, and strengthened intrinsic motivation. Outcomes for educators include strengthening their agency, enriching their professional identity within academia, community building, and self-actualization. Conclusions establish the value of play among adults in the postsecondary setting. Recommendations for practice encompass cultivating playful collaborations across disciplines, campuses, and continents; strengthening everyday acts of playful resistance beyond the classroom; and educational leadership embodying a playful outlook. Future research includes investigating cultural realities of play, the longitudinal impact of play on nontraditional transfer students, and integrating play within teacher preparation 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.]

Previous research has shown that Black males do not find schools to be safe spaces or places where they feel a sense of belonging. Instead, they do not feel welcomed (Brooms, 2019a). If students must spend 8 to 9 hours in a place daily, we will want that space to be somewhere they want to be. Findings from research conducted by Collins et al. (2022) confirm that students have a better chance of academic success when affirmed and welcomed. My study aimed to discover where Black male students feel they most belong and why. Specifically, I aimed to answer my main research question: "What are Black male teenagers' experiences with and perceptions of their feelings of belonging in schools and recreation centers?" My secondary question was: "What recommendations do Black males have for improving their feelings of belonging?" For my research, I defined a sense of belonging as a feeling of connectedness with or integration into a community (Hussain & Jones, 2021). In my qualitative study, I interviewed several Black young men attending local high schools and recreation centers in the city of Campbell (a pseudonym). Using the Critical Race Theory (Delgado & Stefancic, 2017) concept of counter-stories, I sought to gain insight into the lived experiences of my participants. In my study, I found that the Black male students who were my participants had different definitions of belonging and what it felt like to them, but some common elements, such as mutual respect, were expressed. In addition, the participants experienced an increased sense of belonging in recreation centers compared to their high schools. They also explained that in recreation centers, they encountered fewer issues with traditional negative stereotypes that typically plague Black males. Finally, the participants recommended schools and recreation centers increase their sense of belonging in those spaces. Their recommendations included that schools ensure fair discipline practices and that recreation centers offer more community events. Some of the key takeaways from my study are that feelings of belonging are relative to personal experience, school size is important, and support is always necessary. I conclude by offering advice for practitioners and future researchers. [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 present investigation aims to identify best practices to design virtual reality (VR) story-worlds to promote prejudice reduction and foster prosocial attitudes toward under-represented groups. Past research shows that VR, which allows the simulation of scenarios that would otherwise be prohibitively difficult or impossible in real life, can be an effective tool for understanding human cognition and researching perception, decision-making, and behavior (Groom, Bailenson, Nass, 2009). In tightly controlled immersive digital simulations, one can inhabit an avatar's digital body with salient features (different skin color, age, gender, social status) to trigger beliefs, affect, and behaviors different from normal day-to-day life (Bailenson &Yee, 2007). VR perspective-taking experiences focused on imagined intergroup contact with individuals from marginalized groups can increase prosocial behavior toward them (van Loon, Bailenson, Zaki, Bostick, Willer 2018). Intergroup contact theory hypothesizes that reducing anxiety, which is the cause of increased stereotyping against the outgroup, and permeating the social encounter with positive emotions (Miller, Smith, & Mackie, 2004) leads to prejudice mitigation (Pettigrew & Tropp, 2006). Beyond these insights from social psychology, sparse literature has explored how to design immersive story-worlds to instill prosocial attitudes and behaviors, including the effectiveness of employing photorealistic techniques. This research fills this gap and challenges the assumption that human perceptions inside virtual and physical worlds are equal if digital assets are photorealistic. By creating a taxonomy of design strategies for inclusive VR, displaying data gathered during playtesting six state-of-the-art VR experiences, it identifies which affordances and methodologies are significant to inducing compassion and prosocial attitudes in immersive social encounters and contributes a pragmatic approach to the design of VR for bias mitigation while considering the craft, ethical and humanistic dimensions of the medium. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this dissertation, I seek to understand whether and how values affirmation could have an impact on the academic performance and psychological well-being of deaf students in secondary deaf schools in Nepal. In Paper 1, I reported findings from a randomized controlled trial (RCT) on the impact of values affirmation on the academic performance and psychological well-being in school for 269 deaf students from grades six to ten in three secondary special deaf schools in Nepal. Using a Bayesian framework, I found moderate evidence that the students receiving values affirmation had lower perceived stereotype threats, higher self-integrity and sense of belonging in school, and better academic performance, as compared to control students. Contrary to the evidence in past studies, the affirmation effect on academic performance was stronger among students who initially reported facing fewer stereotype threats. This finding suggests that the intervention might not counter severe threats for some students but could help those facing objectively high, yet relatively lower, stereotype threats by providing a psychological nudge. As the first empirical demonstration of values affirmation's effectiveness for a deaf population in a low- and middle-income country, this paper suggests that values affirmation can be a promising supplement to current system-level educational programs aimed at enhancing academic performance and psychological well-being for deaf students in school. In Paper 2, I conducted a deeper examination of the possible mechanisms through which values affirmation impacted students' academic performance, as demonstrated in both Paper 1 and numerous past studies (see Wu et al., 2021). In Paper 2 Study 1, I thematically coded the reflections in the treatment exercises from deaf students and attempted to explore what direct-change and/or indirect-change mechanisms might have contributed to the positive treatment effect found in Paper 1 by qualitatively examining the themes. Next, I also coded the themes in the control exercises due to concerns around negatively-themed reflections that unexpectedly appeared in the control group. These reflections could potentially introduce an unintended negative effect within the control group--a consequence that might be specific to the design and population of the current study. In Paper 2 Study 2, I analyzed the coded themes as predictors of academic performance, controlling for baseline performance and demographic covariates, separately within the treatment and control groups. I found strong evidence that reflections on the themes "Self-awareness and growth in self-identity" and "Relationship with friends" were positively associated with better academic performance for students in the treatment group. This finding suggests that both a direct-change and indirect-change mechanism might be at play for the students in my study. In addition, within the control group, reflecting on negative themes on "Barriers related to deafness and communication" and "Lack of support from friends and family" did "not" yield any negative effects on academic performance, alleviating the concerns around these negatively-themed reflections having a negative impact on students' learning. [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.]

Although Asian Americans are the fastest growing racial group in the United States, they still only represent 2% of the U.S. teaching population. This incongruency highlights a disparity underscoring the gap in research centering on Asian American teachers. This qualitative, phenomenological study explored the racialized experiences of Asian American teachers at the secondary school level. As a result of White supremacy, the model minority myth minimizes the struggles and obscures the nuanced identities of Asian American teachers, who often experience the effects of pervasive overt and covert racism. To navigate racially tenuous and hostile working environments, Asian American teachers develop strategies, including making space for racialized identities, building relationships with other Asian American teachers and other teachers of color, or finding ways to cope and adapt to the expectations of others. The mental toll of navigating and negotiating such environments results in physical, psychological, and behavioral trauma. Using racial battle fatigue and Asian critical race theory as dual lenses of inquiry, this study revealed how the nuanced and often disregarded forms of racism unique to Asian American teachers ultimately create (in)visibly tenuous and racially hostile working environments. [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 explored the multifaceted journey of Black women ascending to senior-level leadership positions within Illinois community colleges. It aimed to uncover, understand, and provide actionable recommendations concerning the progression of these women into prominent roles, focusing on their unique identities, the impact of leadership support, and the necessary strategies and support for their advancement. Through in-depth narratives in a basic qualitative study with 12 Black women in senior administrative roles, the research garnered their paths to leadership, the barriers and biases encountered, and the means of overcoming these challenges; to understand the nuanced experiences and the complex interplay of race, gender, and leadership within the academic sphere. The research revealed critical themes, including how they navigated barriers to their leadership pursuits, expressions of resilience, and the importance of mentorship and professional development. The research found that while Black women face a representation deficit, stereotypes, and microaggressions; they exhibit resilient leadership and a reliance on holistic self-development strategies. Institutional leadership is pivotal, with systemic challenges and opportunities significantly impacting their progression. The study emphasizes the need for robust support systems, institutional backing, and advocacy to facilitate their ascent into leadership roles. Moreover, the study provides in-depth research on the intersecting challenges of race and gender in leadership, advocates for a more inclusive approach in higher education leadership and serves as a guide for institutions to foster a fair and supportive environment for Black female leaders. [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 University of Mississippi has a history and continued stigma of not being a welcoming place for people of color. While the university has made strides to distance itself from its past, negative stereotypes and perceptions still exist among some students and parents. These stereotypes and perceptions can make recruiting students more difficult. This study explores the perceptions of first-year students who identify as Black, Indigenous, and People of Color (BIPOC) about the impact of institutional recruitment practices on their decision to enroll in the University of Mississippi's Integrated Marketing Communications (IMC) program. This study will help provide perspectives from BIPOC students by allowing them to share their perceptions of recruitment practices and what, if any, of those practices influenced their decisions to enroll in IMC. I hope this study will inform the marketing and recruitment committee about recruitment strategies and how students are experiencing their efforts. This Dissertation in Practice (DiP) will provide the plan and results, allowing the school to examine the future of the major and recruitment tactics to enroll a more diverse first-year class of 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 dissertation explores the math identity development of Black and Latinx students who are taking developmental math classes in a community college setting. The study delves deep into the incorporation of inclusive pedagogical practices in the classroom. Placing emphasis on the successes of students, the research was based on Martin's (2000) Mathematical Identity Framework and guided by the lens of Harper's (2010) Anti-Deficit Framework. Although both students and faculty members were interviewed using narrative inquiry as methodological approach, this qualitative study centered around the Black and Latinx student as the unit of analysis. The study took place in two community college sites where professors included the components of Dewsbury's (2020) Deep Teaching Model while interacting with students in the classroom. Stereotype threat and math anxiety served as sensitizing concepts in the study and findings depicted how these conditions affected Black and Latinx students learning math. Student narratives also described how classroom experiences shaped students' ability to see themselves as math learners. Furthermore, students reflected on how these experiences led them to developing their beliefs around being a part of the math community. Finally, growth mindset, as exhibited by both the faculty members and student participants, played a significant role in the development of math identities. The results of the study offer suggestions to educators and policymakers on how to help students facing barriers learning math strengthen their math identities and their sense of belonging in math classes. [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 influence of K-12 STEM education on the retention rates of Black women pursuing STEM majors in higher education institutions in Texas. The problem addressed in this study is the unknown influence of K-12 STEM education on Black women majoring in STEM in Texas higher education institutions. This research aims to describe the K-12 STEM education experiences that influence the retention of Black women STEM majors in Texas higher education institutions. The methodology used is qualitative, and the design is phenomenological. Data was collected through qualitative questionnaires and individual semi-structured interviews and analyses that aimed at depicting the lived experiences of Black women in K-12 STEM education. The approach to collecting the data from the eight participants was done by listing a clear set of open-ended questions for them to answer about K-12 STEM education experiences that influenced them to choose a STEM major at the college level and remain in the chosen major. The eight participants attend a public university in Central Texas, where the researcher resides. Eight total themes emerged from the data collected regarding the two research questions for this study. Findings revealed that exposure to STEM through enriched K-12 curricula, mentorship programs, and supportive learning environments enhances retention rates. Furthermore, the study identifies key challenges such as socioeconomic barriers, stereotypes, lack of representation, and implicit biases that hinder retention. Based on the framework, findings, and implications of this research study, future researchers can build upon this work by addressing its limitations and exploring new avenues to deepen the understanding of the factors influencing Black women's participation in STEM fields. Conducting longitudinal studies can provide insights into the long-term influence of K-12 STEM education on Black women's careers in STEM. Extending research to include a broader geographic area beyond Texas can help determine if the findings are consistent across different regions and educational systems. Educational practices and systemic barriers may vary by region, and understanding these differences can provide a more comprehensive picture of the factors affecting and influencing Black women in STEM. [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.]

Black women leaders are significantly underrepresented in facilities management, a construction-related and built environment profession. Existing literature shows that facilities management is a poorly defined profession and is embedded in a predominantly white, hegemonically masculine, patriarchal culture that results in racist and sexist behaviors and actions against Black women. Such harmful experiences discourage Black women from the profession and its leadership. Most of the literature focuses primarily on Black women's experiences of oppression in predominantly white institutions across various industries, generally and in construction-related and built environment occupations, highlighting perceived negative stereotypical labels and images used to mischaracterize their behaviors to undermine their leadership. Until now, no attention has been paid to Black women leading specifically in facilities management, and no published data exists. I employed a multi-case study methodology and a Black feminist framework to examine how seven Black women executive leaders negotiate and navigate structural barriers in this profession to persist in leadership. Results of my study suggest that my participants: 1) gained critical consciousness from their lived experiences of oppression, caused mainly by two complex structural barriers: a poorly defined profession and an oppressive culture; 2) utilized their experiential knowledge gained from lived experiences of oppression to develop a network of support systems, relationships, and sacred spaces; and 3) extracted and transferred their experiential knowledge from their respective disciplines to leadership positions in facilities management. My study provides insight and recommendations to draw attention to how we can address this injustice against Black women in facilities management. [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 phenomenological study addressed the underrepresentation of Black males in education by exploring the professional and lived experiences of Black male educators in urban North Carolina schools. The study utilized Critical Race Theory (CRT) to contextualize the lived experiences and persistent struggles of Black male educators and their impact on student learning outcomes. Data were collected through semi-structured interviews and focus group discussions from 10 Black male teachers and a focus group of five Black male educators. The research questions focused on recruitment strategies, the influence of Black male educators on Black students' academic performance, and the role of school districts in increasing Black male educator recruitment. These questions are What strategies do you believe should be implemented to recruit and retain more Black male educators, how do Black male educators in North Carolina describe the influence that they have on the academic performance of Black students, and how do Black male educators describe the role of school districts in increasing the recruitment of other Black male educators. Through data analysis, six themes emerged: (a) the tendency to push Black males towards administrative roles, (b) their stereotypical portrayal as disciplinarians, (c) their status as favored teachers across racial lines, (d) a shortage of Black males in K-12 education, particularly in grades K-5, (e) reliance on encouragement from influential figures to pursue teaching, and (f) low teacher pay as a significant factor in considering career disassociation. Recommendations for future research include policies to enhance recruitment and retention efforts for Black male educators, acknowledging their potential to positively influence student achievement. Increasing enrollment of Black male educators in the K-12 education system is suggested to improve diversity in the teaching profession and enhance educational outcomes, particularly for Black 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.]

In the United States, Asian American students in higher education fields are regarded as members of a "model minority" group for their perceived high levels of educational attainment and household income. Even though many scholars have developed a growing interest in understanding and identifying the ever-changing and evolving racialized experiences of the Asian American population on college campuses, there is limited understanding of the experiential knowledge derived from the Asian Indian American community. This dissertation includes a collection of stories that shed light on the Asian Indian American experience and student success as defined by academic achievement, engagement in educationally purposeful activities, acquisition of desired knowledge or skills, and competencies and persistence or educational attainment in college or university campuses within the United States. This study examined the Asian Indian American student experience in relation to how students negotiate, challenge, or even manage distress resulting from racialized encounters and externally imposed stereotypes by the academic system. This study is significant because educational research, policy, and practice are shaped by the racialization processes within institutional factors that devalue and stigmatize many students of color. The research conducted has far wider and larger implications in the sense that this study serves as a reminder that it is not acceptable to normalize the success of Asian Indian American students in postsecondary education without a robust and concrete understanding of the stereotypes and the challenges that Asian Indian American students endure and encounter within the education system. Most participants who took part in the study self-identified as second generation Asian Indian American and seemed to embrace values coinciding with both Asian Indian and American traditions. The findings from this study suggested that young Asian Indian American students feel the need to adhere to or live up to the expectations of being "Model Citizens". Findings suggest that this particular subset of the Asian Indian population attempts to build community by sharing and inviting or being open to differences in various perspectives, creating a safe space, and fostering relationships with other ethnic groups that value diversity and inclusion on the college campus. [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.]