Abstract: "This study provided in-depth insight into whether afterschool participants' perceptions of afterschool program quality and race are associated with academic achievement; this may lead to implications for informing policies and practices. The study revealed that children who attended the afterschool program benefited the most in the academic content area of math, and race was not a statistically significant indicator of participants' academic achievement. While research continues to show that urban public school districts have been historically under-resourced and tend to deliver deficit-oriented instruction, educational leaders and policymakers must continue to employ and examine equitable practices that ensure the playing field is leveled for marginalized populations. While the urban district included in the study had an economically disadvantaged student population of nearly 100%, 48% identified as African American and Hispanic. Howard and Navarro (2016) asserted, "amid the multitude of reform efforts, one of the more prevalent explanations provided for the different school outcomes across racial and ethnic lines had been an explicit focus on the role that race and racism play in school policies, pedagogies, and practices" (p. 255). In an attempt to understand the realities of why some afterschool programs demonstrated statistically significant academic successes while other programs were unable to do so, the theoretical framework of Critical Race Theory (CRT) was applied as an analytical tool to examine the interplay of variables, which included race, quality indicators, and academic performance."

Abstract: "Minority enrollment has been on a steady increase on college campuses across the United States and will continue to rise in the next several years. Diversity has been a challenge for many universities and colleges and they continue to struggle to create an inclusive environment for students with culturally diverse backgrounds. This study focused on the increasingly culturally diverse student population, cultural competence and the cultural humility of faculty, specifically in a predominantly white institution. This research study was chosen to fill a gap in literature on cultural humility and the impact it has on faculty in higher education and how they interact with adult graduate students. The research study consisted of interviews and a cultural humility questionnaire with a total of eight faculty members. A mixed methods study was used with a qualitative data collection from interviews and a quantitative data collection from a cultural humility questionnaire. After careful analysis four meaningful themes emerged from the study: (a) Empathy - understanding the thoughts and feelings of the perspective of others; (b) Flexibility – meeting the students where they are academically and socially; (c) Respect - practicing andragogical learning and student empowerment; and (d) Transparency - being genuine, displaying openness and accountability. The significant findings revealed that cultural humility has a significant impact in how faculty interact with graduate adult students with a culturally diverse background."

Abstract: "The problem of exclusionary discipline and the negative impact on students of color has been documented in the literature for many years. This pragmatic, qualitative dissertation examined teachers’ and school administrators’ practices and interventions they utilized to avoid exclusionary discipline. A structured interview process was used to interview eight teachers and two administrators from an urban school district in the Midwest. Teachers and administrators were asked what daily behavioral challenges they faced and what actions they took to avoid exclusionary discipline. Key findings from the research indicated efforts by school personnel to prevent disciplinary actions and exclusions. Interventions were built around relationship building, clear communication of expectations, and creating an inclusive school culture that is proactive versus reactive. There are also implications for teacher and administrator training, in creating caring, communities built around positive relationships."

Abstract: "This dissertation presents a qualitative research study that investigates novice teachers' perceptions regarding their preparedness to teach in demographically diverse schools in the Midwest, along with their identified professional development needs. Grounded in a phenomenological case study design, the research explores the lived experiences of novice teachers as they navigate the complexities of teaching in culturally diverse educational settings. The study aims to gain deep insights into novice teachers' perceptions of their preparedness, their challenges, and the specific professional development opportunities they deem necessary for effective teaching in diverse classrooms. Drawing upon a criterion sampling strategy, the research participants consist of novice teachers who have recently entered teaching positions in Midwest schools characterized by substantial demographic diversity. Data collection methods include focus groups and individual interviews using semi-structured questions. By employing a rigorous data analysis process involving open coding, thematic analysis, and constant comparison, the study uncovers emerging patterns, themes, and unique variations within the narratives shared by novice teachers. The study's findings provide a comprehensive understanding of the multifaceted experiences of novice teachers in diverse schools. Through their perspectives, the research illuminates the novice teachers' perceptions of their readiness to address cultural, linguistic, and socioeconomic diversity in their classrooms. Additionally, the study highlights the challenges novice teachers face. It identifies the gaps in their initial teacher preparation programs that impact their ability to meet the needs of diverse student populations effectively. This research contributes valuable insights to teacher education programs, school administrators, and policymakers aiming to improve the support and preparation of novice teachers for diverse teaching classrooms. By exploring the nuanced perceptions of novice teachers, the study informs the design of targeted professional development initiatives that address specific gaps in their preparedness and enhance their pedagogical competencies in diverse classrooms. Overall, this dissertation advances our understanding of the professional development needs of novice teachers in demographically diverse schools, thereby fostering more inclusive and equitable educational experiences for all students."

Abstract: "African American females are underrepresented in STEM fields of studies and professions throughout the United States of America. This phenomenological study aims to understand the lived experiences of African American females persisting in post-secondary STEM education and STEM professions. Bronfenbrenner’s (1979) Ecological Systems Theory served as the theoretical framework for this study. In addition, critical Race Theory was used as a filter to understand the challenges African American females face in STEM. The sample size for the research was seven African American females with STEM degrees working in STEM fields in the United States and abroad. In the data collection, the researcher employed a semi-structured interview. The researcher used the NVivo 12 software to systematically code, sort, identify themes and patterns, develop categories, and provide the report. Ten major themes emerged for this study: familial experiences, self-concept/STEM identity experiences, societal experiences, internal influences, familial influences, cultural influences, personal changes, cultural changes, connections to the community, and materialized support. The researcher maintained the privacy and confidentiality of all participants throughout the study. The researcher used pseudonyms and a secure password to preserve privacy and confidentiality. The findings from this study may contribute to the body of knowledge regarding African American females’ persistence in STEM education and professions. Additionally, this research provided data to support the perceived barriers, challenges and influences African American females encountered in the STEM field of studies and occupations with the sources of influence of their STEM persistence."

Abstract: "The low retention and graduation success rates for Black male student-athletes remains an issue at private Midwest predominantly white institutions. Studies have shown a difference between Black and White male student athletes' success over 30 years. This phenomenological qualitative study aims to discover the impact that holistic support service programming can have on the lived experiences of Black male student-athletes with an increased understanding of the reasons for low retention/graduation success rates. The ten participants are 20-39 years old from various backgrounds. Semi-structured interviews and open-ended surveys provide knowledge of participants' lived experiences. The study showed that their drive for college completion with parental support were crucial. The family's equal focus on developing their athletic, academic, and ethnic identities made a difference -- and the level of exposure to diverse environments assisted with preparation for their transition to their institutions. The participants expressed a critical need for holistic support services at their institutions. Their lived experiences support the literature review, research questions, reasons for retention and graduation rates issues, and impact with holistic support service programming. The holistic support service program can change the outcomes of Black male student-athletes at predominantly White institutions."

Abstract: "The purpose of this study was to investigate the relationship between burnout, perceived leadership style, and job satisfaction in educators to understand teacher attrition and, ultimately, the teacher shortage in the United States. Previous research in this area focuses on connections between leadership and job satisfaction (Pepper & Thomas, 2002; Watlington, Shockley, Guglielmino, & Flesher, 2010), as well as the established links between job satisfaction and burnout (Gupta & Rani, 2014). However, studies around perceptions of leadership styles have not modeled the interplay between perceived leadership style, job satisfaction, and teacher burnout in the field of education specifically. A quantitative study with multiple regression was utilized to build predictive models, including the three main study variables (leadership, job satisfaction, and burnout) as well as extraneous variables (e.g., years of experience). It was hypothesized that perceived leadership style would be predictive of both job satisfaction and burnout. More specific models were also hypothesized, with perceived leadership style mediating the relationship between job satisfaction and burnout and years of experience mediating the relationship between leadership style and job satisfaction. Approximately 350 participants were recruited through an online panel to participate in the web survey. Findings from the present study indicate that while perceived leadership style and teacher burnout are both significant predictors of job satisfaction, leadership style does not mediate the relationship between job satisfaction and burnout. However, years of teacher experience did partially mediate the relationship between leadership style and job satisfaction. Implications of the specific interconnectedness between these important educational factors are discussed."

Abstract: "This dissertation presents a qualitative research single case study to describe the state of social-emotional development of educationally-disadvantaged students at SM Elementary School (pseudonym) in the aftermath of remote learning due to the COVID-19 pandemic. To understand the students' state of social-emotional development, students from SM Elementary School were interviewed on their lived experiences with remote learning during three specific time periods (pre-remote learning, during remote learning, and post-remote learning). Drawing upon the purposeful criterion sampling strategy, 12 students from SM Elementary School who are considered educationally disadvantaged were selected to participate in the interviews. All students were from diverse racial and ethnic backgrounds and eligible for the free and reduced school lunch program. The primary form of data collection was in the form of semi-structured interviews. Demographic data was also collected from the participants through the use of questionnaires. The analytical framework approach was used to describe the content of the interviews and then the content analysis was used to explain why the patterns or themes that emerged were important. The study's findings provide insight into the thoughts, feelings, emotions, and experiences that students had with remote learning. "

Abstract: "This qualitative study investigates how drama education influences the socioemotional learning and leadership development among Black adolescent females. Existing research has highlighted the benefits of drama education for personal and social development, yet there is a lack of focus on the experiences of Black adolescent females within this domain. This study aims to fill this gap by exploring the ways in which drama education affects socioemotional learning and leadership development among this demographic. Utilizing a phenomenological approach, participants were selected through convenience and purposeful sampling methods and in-depth interviews, to capture their subjective experiences. Through thematic analysis, four themes emerged from each research question shedding light on the transformative role of drama education in understanding emotions, forming identity, improving mental health, and enhancing socialization and interpersonal skills with peers. It also contributed to their development as leaders by communicating and collaborating with others, working effectively and efficiently on teams, learning organization, planning and time management skills and adaptability. The findings of this study highlight the overall significance of incorporating arts education into the curriculum, particularly Black adolescent females. These insights have important implications for educators, policymakers, and practitioners seeking to promote holistic development and equity in educational settings."

Abstract: "This dissertation investigates the effectiveness of induction programs from the perspectives of new teachers in urban and suburban school districts. The research uses a phenomenological qualitative research design. The theoretical frameworks for this research are the Motivation Theory and Self-Efficacy Theory. There are eight participants, four from urban schools and four from suburban schools. The study focuses on understanding how new teachers' perceptions of their induction programs influence their decisions to stay in the teaching profession. Data collection involves qualitative research methods, specifically semi-structured interviews, designed to capture participant accounts and insights. The Thematic analysis of the data revealed four key themes: Mentorship and Support, Work-Life Balance, Professional Development, and Institutional Support. These themes highlight the complexities of new teachers' experiences and shed light on the effectiveness of induction programs in different school environments. The research findings revealed significant implications for shaping educational policies and practices in teacher induction programs. Policymakers are encouraged to use this knowledge to make evidence-based induction initiatives. The study emphasizes the need for a positive school culture that prioritizes personalized support for mentors, collaboration, open communication, and mutual respect among all members of the educational community. Adding these insights into policy frameworks can enhance the overall education system and reduce teacher turnover in urban and suburban school districts."

Abstract: "Ethnic minority students are underrepresented in advanced placement (AP) courses due to multiple factors. It is unknown the impact of teacher, counselor, and students have on limiting ethnic minority students from attempting AP classes. To investigate these unknown variables, three research questions aim to address this problem: What do teachers, counselors, and students believe to be the obstacles that limit minority students from taking AP courses. This qualitative case study investigated to get a better understanding of barriers for students to attempt the AP/honors classes. Data were collected through semi-structured interviews. The findings reveal that students, teachers, and counselors blame each other but not themselves as a contributing factor underrepresentation of ethnic minority students in AP/honors classes, and student peer-bullying has created a two-tiered tract that the culture of the school itself has actively maintained a climate and culture where students view others in an academic caste system where students are encouraged to stay in their perspective academic lanes"

Abstract: "The researcher investigated the effects of learning in an integrated curriculum environment in a Midwestern urban school among 7th grade students. The control group consisted of students who were enrolled in just a 7th grade social studies class. The test group consisted of students who were enrolled in both a social studies class and visual art class learning about Ancient Greece. The implications of this study have both quantitative and qualitative results. The quantitative show mixed results in the control group vs. the test group in their assessment scores. However, the qualitative results showed an increase of enjoyment in teaching for teachers and learning for students in an integrated learning environment."

Abstract: "This study describes two Midwest congregations and how their lead pastor budgets and promotes giving according to an ecclesiological understanding of identity, mission, and ministry. Data was collected through an interview with each lead pastor, an interview with two leadership board members, interviews with three congregants, and participant observation at each congregation. The findings show that these two congregations use their congregational finances differently and they develop unique, opposing cultures of money based at least partially on the differing ecclesiologies of their leaders. When a leader's ecclesiology, use of congregational finances, and the congregational culture of money are complementary, congregation members trust their money is being used for good. When there are conflicts within these three areas, it can lead to confusion and congregational finances not being used to their full potential."