Master of Education (MEd), Bowling Green State University, 2023, Curriculum and Teaching

While Asian American social studies scholars have explored issues related to curriculum and Asian American students' and teachers' needs (An, 2020, 2022; Gao, 2020; Rodriguez, 2019), none have yet examined Asian American adoptees. Asian American adoptees' racial and ethnic identity development journeys are qualitatively different from those of their non-adopted Asian American peers (Baden et al., 2012), so culturally responsive social studies instruction might look different for them than it would for their non-adopted peers. To begin to fill the gap, this study explored the central research question, “How do Asian American adoptees perceive the relationship between their social studies experiences and their own racial and ethnic identity development?” It also explored two sub-questions: 1) “How do Asian American adoptees identify with their own ethnic groups?” and 2) “How do Asian American adoptees identify with a broader Asian American racial identity?” This study operated from three theoretical frameworks: Baden et al.'s reculturation (2012), Phinney's three-stage ethnic identity formation (1989, 1993), and culturally responsive and relevant pedagogy (Gay, 2002; Ladson-Billings, 1995). Using an instrumental case study that also drew on phenomenology, this study utilized data from semi-structured interviews with five participants, all Asian American adoptees. Findings suggested that social studies' role in the participants' racial and ethnic identity development journeys was minimal. Overall, the participants experienced social studies instruction that presented a narrow picture of Asian American history and reinforced the master narrative. To be more fulfilling to their ethnic and racial identities, participants wanted more instructional time to be spent on Asian and Asian American history, lessons taught on their birth countries' histories and cultures, and lessons that expanded outside of token, conflict-based events. Participants conceptualized connecti (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2021, Psychology-Counseling

There are several multidimensional scales that are proposed to measure the intersection between gender and racial identities with African American men. These measures have used total scale scores, or subscale scores based mostly on exploratory factor analysis. Few confirmatory factor analyses with priori structures have been performed on existing measures that would support the use of a scale score or a raw score. Moreover, they do not demonstrate a measurement model. This study assessed the dimensionality of the Rogers African American Masculinity Scale (RAAMS, Rogers, 2017). Through interpretation of several models (i.e., a bifactor model, correlated factors modela second order factor in a hierarchical model, or a unidimensional model) the RAAMS demonstrated strongest model fit using a bifactor model The RAAMS subscales raw scores were determined to be useful in measuring the latent subscale factors of Self-Definition, Discrimination, and Traditional Masculinity but not African American Values as it was determined that the construct does not contribute meaningfully from the general factor. There was also validity evidence of the RAAMS subscales through their correlations with similar scales (i.e., MIS and BMES). The RAAMS also demonstrated configural invariance, metric invariance, and scalar invariance for two age groups of African American Men. It was suggested that the RAAMS is approached in similar ways for the two different age groups. Implications for research and practice are discussed.

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction (Education)

Education plays a fundamental role in the identity formation of individuals. National identity has been at the heart of our understanding of our nation-states. Globalization has challenged long-lasting beliefs about various forms of identity. In recent years, a number of scholars have called for internationalizing teacher education. The movement for globalizing curriculum questions such concepts as national identity. Recent developments in education have heightened the need for conversation about the complex relationship between national identity and education. Some view national identity as a unifying force while others regard it as a divisive force. There are various areas in education where the role of national identity has been subject to considerable debate. In recent years, the majority of education research on American national identity has focused on students' perspectives. This dissertation is a qualitative study of reflections on American national identity, submitted starting Summer 2008 through Fall 2018 by 83 student teachers across all grade bands (K-12) and content areas (Language Arts, Social Studies, Science, Mathematics, Special Education and Modern Languages) who completed three months of student teaching in an overseas country through the Consortium for Overseas Student Teaching during their final undergraduate senior year. Thematic analysis was used as the data research method to identify themes across data. Despite the importance of overseas student teachers' (OSTs) perception of American national identity, this line of research has remained understudied. In this research study, the perspectives of 83 OSTs on American national identity as well as their perspectives on how citizens of their host countries perceived Americans upon completion of their overseas student teaching are described. The differences of OSTs' reflections across host countries are also analyzed in this dissertation. Therefore, this study contributes new findings to the (open full item for complete abstract)

Master of Arts (M.A.), University of Dayton, 2012, English

Much work has been done to study the writings of Walt Whitman and Allen Ginsberg. Existing scholarship on these two poets aligns them in various ways (radicalism, form, prophecy, etc.), but most extensively through their homosexuality. While a vast majority of the scholarship produced on these writers falls under queer theory, none acknowledges their connection through the theme of my research—American identity. Ideas of Americanism, its representation, and what it means to be an American are issues that span both Whitman and Ginsberg's work. The way these issues are addressed and reconciled by Ginsberg is vastly different from how Whitman interacts with the subject: a significant departure due to the nature of their relationship. Ginsberg has cited Whitman as an influence on his work, and other scholars have commented on the appearance of this influence. The clear evidence of connection makes their different handling of similar subject matter a doorway into deeper analysis of the interworking of these two iconic American writers.

Doctor of Education , University of Dayton, 2024, Educational Administration

Antisemitism has a long and troubling history in the United States, often manifesting in various social settings, including organized sports. This study investigates the experiences of Jewish-American youth athletes in Central Ohio, focusing on how modern antisemitism affects their participation in sports and overall well-being. Recent data shows a resurgence of antisemitic incidents, which has prompted a need for detailed exploration of its impacts on young athletes. The problem addressed in this study is the increasing prevalence of antisemitism in youth sports and its detrimental effects on Jewish teenagers in Central Ohio. Through a Critical Participatory Action Research (CPAR) methodology, this research combines qualitative and quantitative data to provide a more comprehensive understanding of the issue. Surveys conducted with Jewish teenage athletes reveal experiences of verbal abuse, exclusion, and other forms of discrimination leading to heightened psychological distress, and negative impacts to Jewish identity and sense of belonging. This study underscores the urgent need to address antisemitism within youth sports in Central Ohio. By implementing targeted community interventions, harm can be mitigated and a supportive environment for Jewish athletes can be fostered. This research contributes to the broader understanding of how antisemitism affects minority youth in sports and provides a framework for future studies on marginalized groups. Continued efforts and collaboration among community organizations, educational institutions, and policymakers are essential to combat antisemitism and promote inclusivity in youth athletics.

PhD, University of Cincinnati, 2024, College-Conservatory of Music: Music (Musicology)

By the end of the nineteenth century, Bostonians had positioned themselves as leaders of sociocultural development in the United States. In 1885, one international visitor wrote about his trip to Boston and fondly recalled how he was particularly entertained by the “many musical entertainments showered upon Boston,” citing the Boston Orchestral Club and the Apollo Club as giving the most captivating performances. By this time, music clubs had woven themselves into the city's sociocultural tapestry, playing a critical role in securing the city's reputation as a national leader for musical development and progress. Despite achieving such an impressive reputation, Boston's concert tradition remained firmly tethered to the Germanic musical canon; an unintended result set forth by musical luminaries from decades prior, including those in music clubs, many of whom modeled Boston's musical life on contemporary German examples. Frustrated by their lack of a musical identity independent from European traditions, late nineteenth-century Americans experienced a national cultural awakening as citizens began wrestling with what it meant to be distinctly “American.” As Americans grappled with the elusiveness of their own national cultural identity, they turned to music as a medium that could play a crucial role in defining who they were as well as how they could distinguish themselves from European nations whose music had formed their programmatic backbone from decades prior. When it came to actualizing this vision of an American musical culture separate form European concert traditions, one key player remained involved: local music clubs. Due to their long history within the city's social landscape, by the turn of the twentieth century, Boston's music clubs—though varied in purpose, scope, and personnel—had rendered themselves the ideal space for addressing larger topical issues, such as national cultural identity. Using records preserved by the National Federation of Mus (open full item for complete abstract)

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

The underrepresentation of African American male teachers in K-12 education significantly impacts educational equity and student success, especially in urban areas where these students often lack relatable role models. Historically, African American males were a significant presence in teaching, but their numbers have drastically declined since the Brown v. Board of Education decision. This shortage limits cultural representation and mentorship opportunities essential for the academic and personal development of African American male students. This qualitative phenomenological study, conducted within the Columbus City Schools system, explores the motivations of African American male teachers and their impact on students. Using Social Learning Theory and Social Identity Theory, the research involved in-depth interviews revealing key themes such as the influence of positive role models, the critical need for cultural representation, and the desire to mentor and advocate for young African American males. The study highlights the importance of targeted recruitment, supportive environments, and professional development programs to attract and retain these educators. Increasing the presence of African American male teachers enhances student engagement, achievement and fosters a more inclusive and equitable educational environment.

Ed.D., Antioch University, 2024, Education

The purpose of this research dissertation was to investigate and explore consciousness in millennial African American men. This study defined consciousness in the form of self-concept or self-conceptualization, the image we have of ourselves (Akbar, 1991; McLeod 2008). The research question under investigation is, How do African American college men define identity, masculinity, and self-concept under the umbrella of consciousness? This study also examines the relation to environmental factors which include type of schooling, household dynamics, high school mentorship, and college readiness. Investigative approaches also include asking questions regarding socio-economic status, academic achievement, and success. This research also included the sub question of, “How do African American men explain factors of identity as it relates to race, identity, masculinity, aggression, and overall existence”? The researcher utilized a qualitative approach. Participants for this study included African American men between the ages of 18–25 years old. The researcher conducted a convenience sampling of students at an Historically Black College or University (HBCU). The researcher initiated collection in phases. Phase I administration was a general survey given to 30 African American men who attended the selected university. This survey was constructed with the use of Google Forms and contained general background information questions: household income, type of schooling, and parental status. Phase II consisted of five individual interviews with students who iv reported less likely to have a strong identity score based on the Nigrescence model (Cross, 1991). Phase III was the conduction of the video ethnography which included video footage of participants answering in-depth questions surrounding identity and self-consciousness. Thematic analysis and findings included: the significance of single mothers, high-school mentorship pertaining to leadership programs, and the choice of HBC (open full item for complete abstract)

MA, University of Cincinnati, 2023, Arts and Sciences: Communication

This study was conducted to investigate how the use of TikTok impacts Black American Muslim teen girls body image and identity. The analysis of twelve one-on-one interviews with girls aged thirteen to eighteen revealed the dialectical tensions girls experience in this stage of their identity formation and experience of embodiment. While TikTok use is often viewed as negatively impacting their psychosocial development, this study found some positive benefits. This implies that media platforms and media use can aid positive body education.

PhD, University of Cincinnati, 2023, Arts and Sciences: Psychology

Introduction: African American, gay, cisgender men (AAGM) experience unique forms of minority stress which are associated with psychosocial pressure to engage in behaviors which they believe may reduce their exposure to negative evaluations, discrimination, and violence. However, behavioral management of stigma-related stressors has not been operationalized or measured in an intersectional manner. Cultural Consensus Modeling (CCM) is a rigorous, mixed-methodological, multiphase approach to develop a bottom-up, culturally-informed understanding of a set of behaviors shared by a cultural group. Thus, this study sought to elucidate intersectional identity management behaviors among AAGM using Phase 1 free listing data. Method: Participants were 50 AAGM (Mage = 27.9) who completed Phase 1 of a CCM study. Participants identified intersectional identity management behaviors common among similar peers using a free listing format, and responses were submitted to thematic content analyses. Results: There were 137 total valid response items, and the majority of responses (51.82%) were framed in an intersectional manner. Three major themes related to the interpersonal interaction target emerged and there were 15 sub-themes which varied in content, range, and valence. Conclusions: Responses highlighted within group heterogeneity among AAGM's behavioral management strategies and provided preliminary evidence in support of the CCM methodology to inform the development of theory and a novel measurement tool to examine intersectional identity management in this population.

Doctor of Education (Educational Leadership), Youngstown State University, 2023, Department of Teacher Education and Leadership Studies

The achievement gap is commonly associated with high poverty urban schools, however, in suburban, middle class America, the achievement gap still manifests itself (Ogbu, 2003). Commonly referred to as an excellence gap, this gap is the discrepancy between high performing African American students and their peers (Rambo-Hernandez et al., 2019). However, there are high performing African American students that achieve success in schools. This mixed methods study explored the lived experiences of high performing African American students in a suburban school. The two-part study included a survey with quantitative questions, Growth Mindset scale, and Grit scale, as well as qualitative interviews. There were 18 participants for the survey and 10 participants for the semi-structured interviews. The findings identified challenges for high performing African American students including isolation, microaggressions, curriculum, representation, recommendations, and competition. To combat these challenges, high performing African American students identified family, friends, engagement in school, and the ability to code switch as personal factors in their academic success, while school factors for success included the school environment, supportive staff, relationships, and extracurricular activities. This study provides a counternarrative to the underperforming African American students in public schools. By studying high performing African American students in schools, school leaders can focus their efforts to create a school environment where all students succeed.

Doctor of Education, Ashland University, 2023, College of Education

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.

Doctor of Philosophy, The Ohio State University, 2022, Anthropology

Sports spectating is a site where supporters build their identities and navigate experiences of belonging within their communities. In this dissertation, I explore spectator experiences of Arab American Muslim women in Southeast Detroit and examine how women create social identities through their experiences of watching and following American football. Arab and Muslim women's experiences, particularly with sport, have often been represented in Orientalist and Islamophobic ways that inaccurately portray them as meek and oppressed rather than as agents. This research project uses a feminist framework to highlight Arab and Muslim women's diverse voices, histories, and experiences. I critically examine the different ways women engage in spectator culture to understand how it can be a joyful site of identity building as well as a site where women negotiate their inclusion and belonging. The data for this project was collected through participant observation at high school football games and other sport spaces and events in a large Arab American community in Southeast Detroit. I also conducted semi-structured interviews with Arab American Muslim women and members of their family and peer groups. All participants were local sports fans and supporters who were asked about their experiences within their spectator communities. Thematic analysis of interviews revealed that women consider sports to be a key aspect of the relationships they build within families, as well as a place to create community and identity among friends, neighbors, and other spectators in stadiums and online spaces. In the context of watching and following sports, Arab American Muslim women navigate gender expectations from their social groups and take different approaches to challenging and maintaining gender norms while establishing their belonging in sport spaces, from the high school football bleachers to Ford Field. Findings demonstrate that watching and supporting local sports is important to women (open full item for complete abstract)

Master of Fine Arts, Miami University, 2022, English

Focused on alternate universes where you can get your car taxidermied, where you can be reincarnated as your neighbor's golden retriever, and where you have conversations with loved ones you've meant to all your life (but couldn't), In This Universe is a collection of branching what-ifs and cosmic could've-beens, a multiverse-jumping selection of short speculative personal essays, lyrical essays, and braided essays that challenges genre conventions and questions the idea of whether a single universe even exists that can accommodate multiple ways of being. Though it deals with many different subject matters, there is always the presence of an alternate universes working as a sort of metaphor for future-thinking and alternate ways of being. Written with the intention of providing a space for folks who don't see themselves as valid in this world, or who can't imagine possibilities for themselves in this world, In This Universe looks to reimagine embodiment and to reshape spaces and ways of being, so that we might discover for ourselves far grander, perhaps far stranger, and mostly hidden possible realities.

Ph.D., Antioch University, 2022, Leadership and Change

Reframing Leadership Narratives Through the African American Lens explores the context-rich experiences of Black Museum executives to challenge dominant cultural perspectives of what constitutes a leader. Using critical narrative discourse analysis, this research foregrounds under-told narratives and reveals the leadership practices used to proliferate Black Museums to contrast the lack of racially diverse perspectives in the pedagogy of leadership studies. This was accomplished by investigating the origin stories of African American executives using organizational leadership and social movement theories as analytical lenses for making sense of leaders' tactics and strategies. Commentary from Black Museum leaders were interspersed with sentiments of “Sankofa” which signify the importance of preserving the wisdom of the past in an effort to empower current and future generations. This study contributes to closing the gap between race and leadership through a multidimensional lens, while amplifying lesser-known histories, increasing unexplored narrative exemplars, and providing greater empirical evidence from the point of view of African American leaders. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy in Urban Education, Cleveland State University, 2021, College of Education and Human Services

African American (also called Black American, or Black) students' performance in higher educational institutes reveal critical issues concerning their matriculation through higher education. A 2014 report by the National Center for Education Statistics (NCES) on cohorts of university students from 2004 to 2007 showed the graduation rate of Black students was 20 percent while White students' graduation rate during the same period of time was 40 percent. African American male students had the lowest graduation rate; of all African American males who enrolled in four-year higher education institutions from 2007 to 2013, only 8 percent graduated (www.nces.ed.gov). To support African American students, Black Cultural Centers (BCCs) also called African American Cultural Centers, were instituted around 1960 as supportive entities for Black students on many higher education predominantly White institutions (PWIs). However, in spite of the advent of BCCs on college and university campuses, the high dropout rate among the college Black student populations in predominantly White institutions (especially male students) has persisted (Harkavy & Hodges, 2012). The purpose of this study was to examine the perspectives of African American undergraduate male students in an urban predominantly White institution campus (PWI) to explore how (or if at all) the Black Cultural Center prepared and assisted them in negotiating the barriers posed by the PWI's campus-cultures and enabled them to achieve academic success. The use of instrumental case study qualitative research approach including semi-structured interviews, and study of archival documents provided insight and in-depth understanding of the issue. It revealed the answer to the overarching research question: In the context of PWIs, what meaning do African American male students enrolled in higher education give to the Black Cultural Centers or African American Cultural Centers? The sample of five student-participan (open full item for complete abstract)

Master of Humanities (MHum), Wright State University, 2021, Humanities

This study examines the racial, socio-economic, and political factors that shaped The House of Yisrael, a Black Nationalist community in Cincinnati, Ohio. The members of this community structure their lives following the Black Hebrew Israelite ideology sharing the core beliefs that Black people are the "true" descendants of the ancient Israelites of the biblical narrative. Therefore, as Israelites, Black people should follow the Torah as a guideline for daily life. Because they are the "chosen people," God will judge those who have oppressed them. This ideology, which began in the U.S. during the nineteenth century, has recently been growing more momentum since the rise of Black Lives Matter activism and President Donald Trump's election. According to the Southern Poverty Law Center (SPLC), Black Hebrew Israelites are listed as one of the violent Black nationalist communities on the rise ("Return of the Violent Black Nationalist"). In exploring this community's practices as forms of interpretivism, self-determination, and cultural nationalism, Critical Race Theory and Conflict Theory will act as the theoretical lens for examining their beliefs in a time of social and racial upheaval.

PHD, Kent State University, 2021, College of Arts and Sciences / Department of Psychological Sciences

Nearly forty-three percent of African American students enrolled in higher education institutions in 2011 dropped out by 2017. These data come from a national study, which showed African Americans' dropout rates were significantly higher than White (i.e., 23.5%), Asian (i.e., 16.5%), and Latinx students (i.e., 32. 8%; Shapiro, et al., 2017). Although the higher education field has proposed several theoretical models for understanding the dropout process, the most influential prototype has been the student departure model (Tinto, 1975). According to this model, an interaction occurs between students and their institutions, which results in integration. When students fail to properly integrate into their institutions' academic and social systems, they drop out. Existent research conducted at four-year institutions provides modest support for this model. However, a fraction of proposed relationships within the model have been less well supported (Braxton et al., 1997). Even more, little progress has been made in understanding the dropout process unique to African Americans. Interestingly, other fields have also taken an interest in factors determining educational and academic outcomes. For African Americans, this factor has been ethnic-racial identity (ERI), a term that describes an individuals' feelings and beliefs about his or her ethnicity and race (Rivas-Drake et al., 2014). ERI is thought to be a critical part of diverse ethnic-racial groups' development and is often conceptualized as a protective and promotive factor for African Americans. The bulk of ERI literature reveals a small to moderate, positive association between ERI and achievement in African Americans (Miller-Cotto & Byrnes, 2016). More specifically, studies show that having positive feelings and beliefs about one's ethnicity/race are associated with better academic outcomes. This appears particularly true for individuals who believe their ethnicity and race are central to their identity. Similar (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2021, History

As the human population surges today toward 8 billion, the struggle to ensure necessary food, water, and public health has never been more intense. My dissertation unveils the interlinked origins of British and American environmentalism from 1900 to 1975, which developed as a debate between advocates of “natural” versus “artificial” solutions to the question of nutrition and health. My project explores the “green” or organic movement that resisted intensive, chemical-based farming practices, fluoridation and chlorination of public water, pasteurization of milk products, artificial baby formula, and other processed or manufactured foods. My work answers the question of why women make up approximately 75% of the participants in the environmental movement today. It traces the origins of “green” behavior and “green identities” to these early debates over the utility of scientifically “modern” food and health mandates versus natural and traditional practices. I argue that gender and family structures were fundamental to these early debates as proponents of both “natural” and “artificial” sides focused on children's health as their primary litmus test to legitimize success in food and health practices. In doing so, both the organic movement and the technocratic movement levied an enormous level of anxiety on mothers as the primary household consumers and caregivers to make the right decisions for their children's health and future. My dissertation is the first to analyze these gender and family dimensions and to demonstrate the transnational connection and mutual influences between the US and UK. It also reminds us that the environmental movement began decades before Rachel Carson's Silent Spring and was not initially divided politically between left and right (as it came to be after the 1970s) but rather developed from the argument over whether “natural” or “artificial” approaches would produce the healthiest food and water for families.

Master of Science, The Ohio State University, 2021, Psychology

This study investigated the influence of socio-demographics on emerging adults': (a) conceptions toward transitioning to adulthood; (b) sense of ethnic identity; (c) social emotional competence; and (d) coping strategies. A sample of N = 494 emerging adult college students (ages 18-30) completed a battery of measures to assess their approaches and attitudes toward adulthood and life functioning. This information was used to compare differences in emerging adult experiences across ethnic groups. It was hypothesized that there would be response differences between ethnic minority (African American, Asian American, and Latinx) and White emerging adults due to differences in cultural framework and socio-demographics. Frequencies and analysis of covariance were run to explore differences based on ethnic group, gender, and ethnic group x gender, controlling for socioeconomic status (SES). A bivariate correlational analysis was also conducted to establish a relationship between social emotional competence, coping strategies, and ethnic identity. Results showed that these variables were positively correlated with each other. There were also significant response differences found between ethnic groups regarding their: views on adulthood, ethnic identity, intra- and interpersonal skills, and dispositional coping tendencies when dealing with stress. Specifically, ethnic minorities reported an overall higher sense of ethnic identity and were more social-emotionally competent than Whites. They were also less likely to feel they had reached adulthood and reported higher tendency to engage in problem-focused coping than Whites. This study provides a nuanced approach to understanding how culture impacts emerging adults' experiences transitioning to adulthood. In turn, it builds a foundation for future research to investigate how social emotional competence and coping approaches may manifest differently for specific subgroups of emerging adults. Such research is especially (open full item for complete abstract)