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High school students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) are more likely than their non-LGBTQ+ peers to experience victimization, bullying, and are at a high rate for experiencing suicidal thoughts. The purpose of this study is to better understand positive and affirming experiences related to a person's identity as a member of the LGBTQ+ community while they were in high school. While previous studies have looked at the issue of educator preparedness and best practices from the experience of teachers, this study aims to better understand students' perceptions of teacher inclusive practices. This paper, grounded in a qualitative approach, utilizes queer theory and the concept of heteronormativity to investigate young adults' perspectives as they reflect on their high school experience as a person in the LGBTQ+ community. Interviews with seven young adults helped to investigate the positive experiences these young adults had in high school and how their school, and specific educators, helped to facilitate these impactful experiences. Interviews were transcribed, coded, and organized under themes related to inclusive practices, educator traits, best practices, and school climate. Findings point to a need for a multidimensional and woven approach to inclusion that involves formal allyship, visually and verbally inclusive practices, and special attention paid to the burying of dead names for transgender and nonbinary youth. Further implications and topics for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Career Technical Education (CTE), including Career Technical Agricultural Education (CTAE) in Georgia, are experiencing difficulty retaining quality teachers. This problem is exacerbated in rural communities, which have a smaller workforce pool and fewer nearby colleges to certify CTE/CTAE teachers (Morton, 2021). A potential solution to offset teacher retention concerns is teacher leadership. When teachers are given opportunities to take on leadership roles, they are likely to feel more valued and experience increased self-efficacy and perceptions of ability (Katzenmeyer & Moller, 2009). The purpose of this phenomenographic study was to examine whether a teacher leadership Professional Learning Community (PLC) enhanced teachers' self-perceived leadership skills and the degree of professional support they receive and whether it influenced overall job. The following research question guided the study: "What are the variations of rural CTAE teachers' perceptions of leadership ability, professional support, and overall job satisfaction after participating in a teacher leadership PLC?" Five participants from five different rural counties across Georgia were selected to participate in this research study. Data collection methods included one semi-structured interview with each participant, one focus group interview with all participants, and three researcher reflective journaling entries to triangulate the data. Process supports included the 7-Step Strategy by Sjostrom and Dahlgren (2002) to assist with analyzing documents, Microsoft TEAMS to facilitate conversations and dialogue, and ATLAS ti.v9 to analyze and code-related data. The rural CTAE participants in this study had diverse and insightful perceptions. While they attended similar PLC sessions and connected with many of the same state leaders, their experiences varied in how they perceived their local school system and administrators. Dolly acknowledged the importance of conducting leadership assessments for teachers, which confirmed her interest in pursuing CTAE leadership opportunities within her local school system. Meanwhile, Loretta and Gladys leveraged the teacher leadership PLC to strengthen connections with their local administrators and used the PLC as a means to enhance leadership opportunities and establish new relationships. Regarding professional support, the PLC reinforced Clint's appreciation for his school system's commitment to developing teacher capacity. Although George did not report having as much local support as other participants, the PLC empowered him to establish his own professional network and enabled him to address professional gaps that his small, rural system couldn't fulfill. Job satisfaction also varied among participants. Dolly found satisfaction as the PLC confirmed her desire for CTAE administration, Loretta's satisfaction increased from improved relationships with local administrators, and Gladys found satisfaction in bridging the gap between counselors and CTAE teachers. Clint's satisfaction grew as the PLC reaffirmed his career choice, departing from the private sector and technical education. Despite reporting less local support, LEAD CTAE enabled George to establish his own support network, ultimately leading to securing a CTAE Director position post-graduation. [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 undergraduates are represented in low numbers in science, technology, engineering, and mathematics (STEM) fields. Research studies have lacked data outlining the compounding effects of the intersectional, gendered, and racialized experiences they often face in their programs of study. Participation in kinship networks may be a critical aspect of social and career development that assists this population to thrive in STEM. This qualitative study extends the use of the Black feminist thought theoretical perspective along with a critical lens to understand the value of the kinship network experience for Black women undergraduates in STEM. The goals of this study were two-fold: (a) to explain how navigating the intersectionality of being a woman and identifying as Black in STEM may influence a student's undergraduate experiences and outcomes, and (b) to identify the features of student-cultivated and institution-driven kinship networks that prove to be most instrumental in the success of Black women in STEM's academic pathways at the 4-year level. Findings from the analysis revealed that for Black women undergraduates (a) holistic support networks are necessary for finding safe spaces and affirming experiences, (b) a lack of representation can impact how Black women undergraduates exist in unwelcoming and exclusive spaces, and (c) self-defining (as a Black woman and scientist in a marginalizing environment) emerges from having access to safe spaces in helpful and productive ways when one can self-define with someone who practices cultural competence and shares a similar lived experience regarding gender and race. [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.]

Education has historically been dominated by women, while those in leadership positions are male. Women are acutely underrepresented in the top position in public school districts across the nation. There is consistent evidence supporting that women often encounter both explicit and implicit barriers hindering their trajectory and growth to a superintendency role. This qualitative study explored the impact of mentoring and networking on the career trajectories of women superintendents in P-12 public school districts in New Jersey. Through in-depth, open-ended interviews with 12 female superintendents, the study investigated how personal experiences with mentoring and networking have influenced their career development and success. The findings revealed that mentoring relationships provide critical guidance, support, and encouragement, which are essential for exposing women to leadership opportunities and facilitating their rise to superintendent positions. The study highlighted the significance of mutual trust in mentor-mentee relationships, enabling honest and open communication that fosters professional growth. Additionally, the research underscored the vital role of professional networking in combating the isolation and loneliness often associated with the superintendent position. These networks offer a platform for collaboration, peer support, and professional development, contributing to job satisfaction and sustainability. The study also confirmed the persistent impact of gender norms on women's career progression, identifying both internal and external obstacles unique to female educational leaders. This study highlighted the necessity of targeted support systems to promote gender equity in educational leadership and empower more women to achieve and sustain the highest-level leadership role in a public school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative hermeneutic phenomenological study explores the lived experiences of first-at-institution female community college presidents in the United States, focusing on the social influences they encountered. Despite community colleges serving a large number of female, underrepresented, and low-socioeconomic students, leadership roles are predominantly held by White males. Data from the American Council on Education and the American Association of Community Colleges reveal a slow increase in female representation in these roles, but progress has stagnated since 2010. This study echoes the importance of representation in leadership, and historical sentiments about power and identification. Using Interpretive Phenomenological Analysis (IPA), it delves into the lived experiences of these female leaders to uncover the contextual factors that influenced their journeys as viewed through the lens of social capital theory. Findings reveal that attaining the presidency came at a high personal cost. Love emerged as both the motivation and intrinsic reward for these leaders. Broad experience and knowledge were identified as crucial factors for achieving such positions. Additionally, a supportive spouse had a significant positive impact on some journeys. Authenticity was deemed essential, and female friendships provided important emotional and social support. Moreover, males in power were critical advocates for these female presidents. Based on these findings and by understanding the experiences of these female leaders and the contextual factors that impacted them, valuable insights can be provided for boards of trustees, aspiring presidents from underrepresented groups, and those interested in achieving parity in community college presidencies. This study may encourage prospective female leaders to seek the presidency and informs stakeholders about the critical support systems needed to foster diversity in leadership. [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 with Usher syndrome (USH) can experience unique challenges in postsecondary preparation. Currently, there is a paucity of research addressing the postsecondary preparation experiences of youth with USH. The purpose of this study was to learn from college students with USH about their lived experiences of preparing for postsecondary education; specifically, exploring K-12 educational supports, transition planning, and support systems that helped youth with USH prepare for postsecondary education. Due to the unique nature of this microcosm of deafblindness, qualitative and phenomenological methods were best suited for this study to garner first-hand accounts of those who have experienced this phenomenon themselves. A purposeful sample of 10 college students with USH engaged in individual interviews and focus groups guided by critical DeafBlind theory (CDBT) and Bronfenbrenner's ecological systems theory. A collective narrative was derived from these in-depth interviews, focus groups, and individualized reflective prompts. Additional data were collected through researcher notes to corroborate findings. Credibility and trustworthiness were addressed throughout the study through the qualitative means of triangulation, bridling, member checking, and peer review. Thematic analysis was completed using NVivo software and hand-coding to identify meaningful units, salient quotes, and emergent themes across participants. Three key themes related to the research questions emerged from the data: (1) limited K-12 educational supports for postsecondary preparation, (2) perceived lack of transition planning and postsecondary preparation, and (3) parents as the strongest support system. As many of the participants in the group recalled little to no transition planning or postsecondary preparation, this led to three additional themes: (4) discrepancy in Deaf/Hard of Hearing and vision services, (5) the multifaceted impact of USH, and (6) navigating the medical diagnosis. Sub-themes related to the anticipated and unanticipated themes will also be discussed. Implications for practice for educators, professionals, and families include: (a) promoting earlier diagnosis by creating resources and better USH screening processes, (b) having a DeafBlind specialist on the educational team, (c) the importance of an individualized transition plan, and (d) recognizing that the USH population is evolving. Future research on peer mentorship, mental well-being, and working with diverse youth with USH is recommended. The shared narratives of these participants provide unique insights for parents, educators, professionals, youth with USH, and researchers. The results of this study can be used to inform future evidence-based research. Further, the findings of this study add to the limited body of research on the lived experiences of transition-age youth with USH preparing for postsecondary 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.]

In the United States, previous and current data state that Black males have the lowest persistence and graduation rates in higher education institutions among all student populations. Black men in public four-year colleges and universities are generally the lowest-performing male group. According to the US Department of Education, only 38.6% of Black male students graduate within six years from four-year institutions, compared to 64.1% of White male students. There is an array of factors and challenges that contribute to these academic disparities starting as early as Black males' primary education years. There is currently a gap in research addressing factors, particularly as they relate to first-year persistence and retention to their sophomore year. Additional research is still needed to examine college readiness and the first-year academic experiences of Black undergraduate males. Previous research pointed to several factors that had both positive and negative influences on Black male student persistence and retention, including college readiness, campus climate, environmental and sociological factors, sense of belonging, student support, faculty support, and mentoring, availability of financial assistance, and racism and microaggressions. Tinto's Persistence Theoretical Framework (Metz, 2004) was used to organize this study and connect it to existing literature. Research suggests that to address the retention needs of Black males, college administrators must be able to acknowledge and adapt to their unique needs and obstacles. Further, better retention staff and hiring a more diverse faculty that the students can relate to culturally may improve retention and persistence. This study utilized the Qualitative Narrative Research Method, which allowed me to interact with Black male first- and second-year students through interviews and focus groups to share lived individual experiences as they relate to the research topic. Through this method, the study attempted to identify factors and strategies that can contribute to the persistence and retention opportunity gaps between Black males and other student populations at four-year public universities. This study illustrated that Black male college students are not monolithic, meaning that there is an array of challenges that Black males face in their academic pursuits. However, there are many students who achieve academic success through persistence and perseverance. [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 among first-generation college students (FGCS) in online doctoral programs within the first three years of enrollment. The purpose of this qualitative descriptive phenomenological research was to explore the lived experiences of FGCS who completed an online doctoral program. Guided by social support theory (SST) and self-regulation theory (SRT), data were collected through semi-structured individual interviews. The research questions focused on the contributions of perceived personal social support (P-PSS) and perceived institutional social support (P-ISS) to academic self-regulation, as well as the self-regulation behaviors developed from these support networks. The sample comprised ten FGCS graduates from an accredited online doctoral program within the past 5-10 years. Moustakas' (1994) four-step process was used to analyze interview data. The coding process consisted of Braun and Clarke's six phase approach to reflexive thematic analysis of collected data intersecting the dataset, theoretical assumptions of analysis, and the researcher's analytical skills and resources. The findings derived from this descriptive phenomenological investigation highlighted how perceived personal and institutional social support networks, along with self-regulatory behaviors, influenced their ability to complete their programs. Themes identified included the importance of emotional support from family, professional relationships, a sense of belonging, and new friendships formed through social media and institutional resources. Participants emphasized effective time management, motivation, and maintaining a healthy academic-work-life balance as crucial factors for their persistence. The study underscores the significant role of social support and self-regulation in the academic success of FGCS in online doctoral programs. Recommendations for educational institutions include structured mentoring programs, fostering online peer communities, and providing resources to enhance self-regulation skills. These findings enhance the understanding of FGCS experiences in online doctoral education and offer practical insights for improving academic outcomes. Despite the diverse FGCS backgrounds in this study, Future research should conduct longitudinal studies to examine long-term outcomes and explore the intersectionality of identity factors such as race, gender, and socioeconomic status. Additionally, it is recommended to analyze how friendships impact academic performance and investigate faculty and staff perspectives on supporting FGCS. Policy analysis is also suggested to address systemic barriers 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.]

Sociologists of education have a longstanding interest in studying the relationship between schooling and inequality in society. While we know education matters for who gets ahead, we still know relatively less about the processes and mechanisms behind this relationship. In my dissertation, I focus on higher education as a key site where stratification plays out and examine various ways in which individuals are ranked and sorted relative to one another. Conceptually, I extend insight into the "positional" (i.e., hierarchical) and "relational" (i.e., network) dynamics of postsecondary schooling. I draw upon sociological theories relevant to the social stratification, organizations, and social networks literatures. Through both regression-based and social network analyses, my dissertation adds to our understanding of differential sorting into and through the first year of college. In so doing, I shed additional light on "how" and "why" students end up at distinct institutions, as well as the causes and consequences of the social networks that emerge once they arrive on 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.]

The homogeneous nature of senior leadership in U.S. colleges and universities and the absence of diverse perspectives in decision making is cause for concern. The nation's college student population has become increasingly diverse, with Black, Latinx, Asian and Pacific Islander (API), and Indigenous groups making up 45% of 4-year college enrollment in Fall 2021. In contrast, although some gains in diversity in the senior leadership of colleges and universities exist, their ranks remain largely unchanged even as institutions invite more diverse student populations to campus. In the most recent American College President Study by the American Council on Education (2023), 72% of the overall number of college presidents identified as White, and 67% identified as male (Melidona et al., 2023). These numbers highlight the need to examine and develop strategies for achieving parity in higher education's senior leadership ranks overall. This study focused on the need for racial diversity in the cabinet because of cabinet members' influence and contributions to decision making that impact an increasingly diverse student body. Cabinet officials frame issues, influence leadership priorities, develop institutional policy, and engage with stakeholders on behalf of the president. This influence and level to which presidents rely on their cabinets illustrates the need to develop strategies to ensure presidents and university governing entities are supported by diverse sets of leaders with lived experiences that contribute to equity-minded decision making (Bensimon & Associates, 2022). This study explored the efforts institutions undertake to cultivate racial diversity in cabinet-level roles through their search strategies. The primary research question was: What search strategies do institutions with stated goals of diversity and inclusion use to achieve racial diversity in cabinet roles? Findings revealed that the necessary conditions for engaging in hiring practices that result in inclusive cabinet teams are an institutional commitment to combatting structural racism, a presidential leadership in advancing diversity, and change management strategies to address resistance hiring diverse cabinet teams. Strategies institutions considered effective in securing diverse talent for cabinet teams include: (1) Cultivating pipelines through expanded networking and relationship building. (2) Engaging search firms as mutually accountable partners (3) Valuing candidates as people (4) Reputation for inclusive culture with confirmation that the reputation is warranted. Cabinet officers play an essential role in establishing and sustaining campus climate due to their contributions to decision making, policy formulation, and influence over institutional priorities and resources. Understanding effective search strategies to cultivate inclusion in cabinet-level teams is significant to achieving diverse, equitable, and inclusive campuses and the ideals of U.S. 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.]

This dissertation presents a phenomenological case study exploring the experiences of Black women in Science, Technology, Engineering, and Mathematics (STEM). The study focuses on Black women who attended urban schools and pursued STEM majors at Predominantly White Institutions (PWIs). This study employs a narrative inquiry approach to understand the lived experiences of six Black women in STEM, focusing on their learning strategies, formation and understanding of identities, adoption of coping and resilience strategies, and the pivotal influence of community and support systems on their STEM journeys.The research addresses the limited depth and breadth of existing studies on the representation of African American women in STEM, particularly the lack of qualitative data representing their voices. (Ferguson, 2016; Ferguson & Martin-Dunlop, 2021). Through surveys, journal responses, in-depth interviews and analysis of narratives, this research seeks to uncover the experiences of Black women in STEM, highlighting their achievements, challenges, and the strategies they employ to navigate a predominantly white field. By giving voice to their stories, this study aims to provide insights that can inform policy, practice, and advocacy efforts aimed at increasing diversity, equity, and inclusion for Black women in STEM. The findings of this research will contribute to the existing body of knowledge on diversity in STEM and provide valuable insights for educators, policymakers, and organizations seeking to create more inclusive environments. Ultimately, this research seeks to empower Black women in STEM, validate their experiences, and inspire future generations to pursue careers in these fields. [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 future of individual and societal progress is largely dependent on students' success following completion of K-12 education. For most traditionally aged students, this entails a journey into higher education at colleges and universities. This transition is rife with pitfalls that may lead students to stop out, fail out, or make inadequate progress towards completion -- which further compounds social, psychological, financial, and personal challenges they may be facing. However, the challenges that contribute to these outcomes can be addressed and interventions can be designed to best support students in transition. This dissertation addresses these factors through a thematic literature review, a quantitative analysis of psychological and cognitive factors, and a mixed methods analysis of social experiences and the influence of friends on a myriad of outcomes. These studies are novel in the ways in which they approach measuring academic success, and the attention paid to other facets of a "successful" college experience for students such as the importance of self-regulation skills, mental health, and friendships. The literature review explains the importance of the emerging adulthood developmental period, the critical nature of college degree completion, and the factors involved in supporting student success in the transition from high school to college. Cognitive, psychological, and social factors are all offered as highly impactful and associated theory is explicated to establish the basis for the importance of this work. The first empirical study examines the potential impacts of cognitive functioning (self-regulation) on the psychological outcomes (mental health) and academic success of first-semester college students. Correlation analysis revealed an association and analysis of groups shows that the associations between self-regulation and academic performance are impacted by mental health. The second empirical study uses quantitative and qualitative analyses to explore the impacts of social support on belonging in college, mental health, and academic outcomes. The lived experiences of first-semester college students and their impressions of their experiences with friends, academics, belonging, and mental health are thematically analyzed and reveal themes of the importance of mental health in successfully navigating transition and the importance of friend support in overall perceived college success. The products that comprise this dissertation form a cohesive collection of work through which critical psychological, cognitive, and social factors that influence college student success can be more fully understood and studied in the future. In aggregate, the takeaways of this dissertation are the importance of examining success in the college transition through a multi-faceted lens, keeping in mind the importance of academic success but also considering the myriad of factors that can contribute to it and shape the student's overall experience. [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 descriptive qualitative study was to explore the experiences of African immigrant farmers in the U.S. Data were collected from eight participants who have experienced the phenomenon using in-depth interviews and field observation. Findings revealed that Immigrant farming is anchored on cultural practices resulting from parental and environmental influence. As such, farming was in the blood of African immigrants and a lifestyle to be maintained. Nonetheless, African immigrants face challenges, including being out of the system, adjusting to weather changes, stigma, and financial constraints. Despite these challenges, African immigrants take the initiative, fueled by their self-efficacy and personal agency, to figure out solutions to their challenges using social media, social networks, and mentors. They engage in self-directed learning by reading books, using the internet, or even pursuing formal agricultural degrees to understand farming in a new environment. Most importantly, this study contributed to the literature by clarifying that although African immigrants have variegated motivations for farming, belongingness emerged as the greatest motivator. Key findings of this study supported the conceptual model with indigenous knowledge, social networks, and organizational support as mediating factors. The study provided recommendations for policy, research, and extension to broaden the agricultural space and welcome African immigrants as major players within the U.S. food systems. [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.]

Women are the majority population in Texas that participate in the Temporary Assistance for Needy Families (TANF) and public housing assistance programs. TANF focuses on mandatory work requirements with a time-limit on assistance and lack of education opportunities. This dissertation documents post-secondary education opportunities for Texas women receiving TANF and public housing assistance. The research questions guiding the study were: (1) What role does education play in their mobility towards economic sustainability from TANF and public housing programs? and the following sub-research questions: (2) What intrapersonal transactions did participants utilize to navigate their challenges while in the programs? (3) How does social support from their family and friends influence their journeys towards sustainability? (4) How do participants perceive their informal learning, formal education, or training that influenced their sustainability and mobility in the programs? and (5) What factors do participants perceive as influencing their personal and family sustainability? Research sources included previous studies, interviews, observations, and my research journal. Intersectionality and the personal and family sustainability factors aligned with this study. The researcher followed the case study analysis procedures the data collected, and it revealed emergent themes: access to education, belonging, storytelling, and well-being. The identified themes aligned with the intersectionality categories and the personal and family sustainability factors that guided this study. There are recommendations and suggestions for future synchronized research exploring post-secondary educational pathways to further advocate to elevate Texas women from welfare rolls to becoming economically sustainable. [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 aimed to expand the current literature's understanding of Indigenous epistemology within contemporary social media environments. The qualitative study used social descriptive analysis from forty TikTok videos and comment threads. The descriptive analysis captured major cultural themes, common informal learning behaviors, and perceptions of Indigenous culture. The findings revealed that Indigenous creators and audiences engaged in questions and answers, personal experience sharing, evaluative feedback, and expressed forms of appreciation to learn with TikTok content. Although the audience perceived Indigenous culture and content positively, community guideline considerations and power challenges to making cultural content available in social media environments still exist. [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 applied social network theory to examine the advantages of social networks and how the connections they offer affect school administrators' ability to lead their schools. It focused on how social networks can bolster the leadership growth and tenure of female principals and assistant principals in secondary schools. Additionally, the study aimed to understand how these networks can offer tools and resources to support leaders in times of crisis. This study used a mixed-methods research design to explore a qualitative problem of practice and used quantitative data to support the interviews. Using semi-structured and open-ended questions allowed interviewees to narrate their leadership experiences, amplifying their journey as female administrators and how they attributed being part of social networks to building their confidence as school leaders. The study's findings shed light on female administrators' challenges and highlighted how social networks foster a culture of women supporting women. Participation in social networks empowers female administrators to share their job challenges, including meeting traditional gender roles influenced by society and themselves. Findings further suggest that social networks benefit leadership skills development, offering members a platform to exchange ideas and perspectives. Implications for practice emphasized social networks' importance in supporting female administrators' retention and leadership development. Reimaging professional learning to allow female administrators opportunities to participate in conferences or symposiums led by other female leaders would be ideal, especially if there is a commitment to support their leadership development. Furthermore, developing programs that intentionally recruit female educators provides the potential to build a pipeline of diverse female leaders and empower them to lead with confidence. [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 Dissertation in Practice was conducted as a collaborative group as required by the Doctorate in Educational Leadership program. Although researchers have established the benefits of principals of color, there is a stark shortage in the pipeline, much of which is because of the oppressive experiences they have in K-12 education as leaders. In our qualitative research study, we focused on this dynamic. We explored the experiences of principals of color in K-12 education, focusing on the challenges they faced and the capitals they employed. We used Yosso's community cultural wealth (CCW) theoretical framework to address these challenges. Findings from this study expand upon the existing literature by highlighting the prevalence of cultural, structural, and intersectional oppression encountered by principals of color. Besides, we highlight the pivotal role of various forms of capital, such as social (e.g., MEMPSA, NAACP, and union leaders), familial (e.g., mother, brother, and wife), resistant, and linguistic (e.g., neighborhood language) capital, in enabling principals of color to resist, persist, and thrive despite oppressive experiences. The implications of our study call for targeted interventions and support mechanisms within school districts to better support principals of color by disrupting structural, cultural, and intersectional forms of oppression. We recommend creating an inclusive district-wide culture, providing mentors empathetic to the needs of principals of color and opportunities to expand their professional networks, and ensuring they have access to union representation and our knowledge about contractual employment agreements. We also suggest that districts provide support wellness resources to assist principals of color in their plight. By investing in these resources and fostering supportive environments, school districts can enhance the retention and success of these unicorns. [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 National College Attainment Network (NCAN, 2023), each year, thousands of high school graduates leave billions of dollars in federal student aid unclaimed because they do not complete the Free Application for Federal Student Aid (FAFSA). To holistically investigate this phenomenon, this dissertation accomplished three goals. The first goal was to identify predictors of 11th-grade students' plans to complete the FAFSA. The second goal was to determine reasons why students lacked plans to complete the FAFSA, and the third goal was to identify predictors of FAFSA completion in the fall following high school graduation. Using cultural and social capital theories as a framework, this study considered a constellation of possible predictors of these key outcomes, including student demographic characteristics, family resources, parent behaviors, and school-based sources of support. This study separately considered predictors of FAFSA completion among students initially without plans to complete the application. Using the data from the High School Longitudinal Study of 2009 (HSLS:09), the research objectives were accomplished using descriptive statistics and logistic regression analysis. The results show that male, first-generation, and higher-income students were the least likely to have FAFSA plans. Parents gathering financial aid information through social networks and from institutional and high school sources were positively related to having FAFSA plans, as was having friends planning to attend college. The ability to afford college without financial aid surfaced as the most common reason students lacked plans to complete the FAFSA, and the least common reason was that the FAFSA was too complicated. Finally, males, first-generation students, and higher-income families were the least likely to complete the FAFSA. Neither FAFSA-specific nor other financial aid-related school-based sources of support significantly predicted FAFSA completion. For those students without plans for FAFSA completion, predictors of FAFSA completion were substantively the same, indicating that school-based efforts should be focused on building a college-going climate, even before high school, and tailoring supplemental supports, especially for male and first-generation students. Such supports should prioritize information for parents and student peer learning opportunities focused on the vast array of financial aid options that are accessible only by completing the FAFSA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With an increasingly diverse student body, the retention of Teachers of Color continues to be an area of high interest within education research. In the context of in-service experiences, existing literature identified relationships as a key sustaining factor for teachers and source of social capital, although many Teachers of Color look outside the school to find these relationships (Achinstein et al., 2010; Dingus, 2008; Flores, 2011; Kohli, 2019; Pour-Khorshid, 2018; Ritchie, 2012). Social capital scholars have posited that resource exchange occurs within these relationships or social networks (Lin, 2001). For teachers, these networks and the capital held within can impact job satisfaction, teacher learning and reform, and educational leaders can play a pivotal role in fostering network formation (Bridwell-Mitchell & Cooc, 2016; Daly et al, 2010; Daly et al., 2011; Liou & Daly, 2014; Moolenaar et al., 2012; Penuel et al, 2009; Pil & Leana, 2009). Yet, for all the stated benefits of relationships in the teaching profession, very little research exists examining the social networks of Teachers of Color specifically, who must work in a racialized K-12 education system. This mixed methods study aimed to critically examine the social networks of secondary Teachers of Color at their school site. By drawing upon critical race and social capital theories, the study used critical social network analysis to mix semi structured interviews and social network methods and explore how these teachers form, maintain, and make meaning of their school networks. Findings revealed that participants engaged with the concept of network formation as a journey, were sensitive to the school culture and the value the school placed on emotional connection, and additionally noted the role of key mentors and individual actors within their networks. Implications are provided for schools and districts serving to increase teacher support 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.]

The purpose of this study was to explore how United States-based (U.S.-based) university leaders select, train and develop expatriate faculty to teach students in different cultural and national contexts at International Branch Campuses (IBCs) in sub-Saharan Africa. A qualitative case study was used to explore how global leaders at U.S.-based IBCs describe how they select, onboard and providing ongoing training and development for expatriate faculty to teach students in sub-Saharan Africa. Data was collected from 11 global leaders at an IBC in sub-Saharan Africa with a leadership role in faculty selection, training and/or development using open-ended questions during Zoom one-on-one virtual interviews. Data was also collected from administrative documents such as training materials, newsletters, and the faculty guide. Data was initially analyzed using the Dedoose software, and then transferred to a codebook to identify codes, patterns and themes through a cyclical approach of initial, axial and thematic coding, followed by triangulation. Transition theory, transformational leadership, and student engagement theories helped to inform this study along with the frameworks of expatriate transition cross-cultural competencies. The five emergent themes of this case study were (1) the larger university, (2) the importance of onboarding, (3) intercultural competence, (4) different education and knowledge levels, and (5) a network of colleagues and peers. The findings of this study have confirmed the intersection of theories and frameworks outlined in this study, as well as implications for global leaders and global organizations. Recommendations were provided based on the five emergent themes, and the intersection of theoretical frameworks, which ultimately have shown to be best practices in the field of expatriate faculty selection, training and development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In an era where digital platforms increasingly shape the educational experiences of learners, this dissertation examines activity in the Mathematics Discord Server (MDS), an expansive online learning community used by hundreds of thousands of mathematics learners worldwide. Daily interactions, numbering in the tens of thousands, focused on mathematics problems brought by students in need of advice, comprise a dynamic environment for peer mentoring. The study investigated the phenomenon of online mathematics learning taking place in chat-based platforms by creating and analyzing "MathConverse," a novel dataset of 200,000 structured conversations from the help channels on the MDS. This dataset, transformed from raw messages into a comprehensive repository of conversations with rich metadata, makes possible ways of understanding the complexity of real-time problem solving and cooperative learning that takes place when students look for help from others online. Beginning with tackling the complexities of transforming chat-based exchanges into analyzable data, this dissertation navigates the challenges of conversation disentanglement and contributes to the methodological and theoretical advancement of educational research in online spaces. Central to this investigation are two primary objectives: First, to demonstrate and refine the application of methods from machine learning and natural language processing (NLP) to study "text as data" in educational research, addressing the methodological gap in analyzing voluminous, text-based datasets. Chapter 2 provides details of the work involved in transforming extensive conversational data into structured datasets for analysis. In Chapter 3 and Chapter 4, I provide case studies using "MathConverse" to illustrate how techniques from (NLP) can be used to draw rich qualitative insights from the texts we as social science researchers are surrounded by in our research. For example, once I determined a large language model could reliably categorize questions into question types paragraph 3.5.2.1.2., I used the model to classify a larger set of questions (n = 120,362) by question type. Second, the dissertation aims to provide an illustration of the dynamics of engagement and learning within online mathematics communities, particularly the MDS. The creation, analysis, and public distribution of the "MathConverse" dataset empowers researchers to explore learning phenomena often obscured from our view as researchers and educators in traditional academic settings. The analyses in the study not only probe the types of inquiries posed by learners and the nature of their interactions but also provide an example of the various ways a mathematical concept can be instantiated in a conversation through my closer look at the diverse conceptions of the derivative that showed up across the sample of conversations. [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.]