Ed.D., Antioch University, 2025, Education

The persistent health disparities faced by Black, Indigenous, and People of Color (BIPOC) in the United States are deeply rooted in systemic racism embedded within medical education and clinical practice. Historical acceptance of racial supremacy in the United States has shaped both the foundations and continued practices of medical education, leading to entrenched biases that affect healthcare delivery and patient outcomes. This dissertation critically examines the intersection of race, education, and health by analyzing how historical and contemporary understandings of race and ethnicity shape medical curricula, healthcare practices, and patient care. Through the integration of Critical Race Theory (CRT), Social Cognitive Theory (SCT), and ScT, this study deconstructs racialized knowledge systems in medicine and examines their impact on health equity. CRT provides a lens to analyze how systemic racism is embedded within medical education and practice, illuminating the ways racial bias is institutionalized and perpetuated in healthcare structures. SCT contributes by exploring how individuals internalize societal norms and beliefs, which influence the attitudes and behaviors of both medical practitioners and patients. Finally, ScT emphasizes the role of social networks and relationships, highlighting how disparities in access to healthcare resources and support systems affect health outcomes in marginalized communities. Together, these theories offer a comprehensive framework for understanding the layered and interconnected influences of race, education, and healthcare, guiding the study's aim to challenge and dismantle biased practices within medical training and clinical care. Chapters I and II introduce the research problem and establish a comprehensive foundation, outlining key theoretical frameworks—CRT, SCT, and ScT—while exploring the historical roots of racialized practices in medicine, including the legacy of unethical experimentation and the Flexner Report (open full item for complete abstract)

Committee: Tony Kashani Ph.D. (Committee Chair); Cristy Sugarman Ph.D. (Committee Member); Lauren Mitchell Ph.D. (Committee Member) Subjects: African Americans; American History; Black History; Black Studies; Cultural Anthropology; Education History; Education Policy; Educational Evaluation; Educational Leadership; Educational Theory; Ethics; Evolution and Development; Health; Health Care; Health Education; Health Sciences; Higher Education; Higher Education Administration; Medical Ethics; Medicine; Organization Theory; Organizational Behavior; Public Administration; Public Health; Public Health Education; School Administration; Science Education; Secondary Education; Social Research; Social Structure

Bachelor of Arts (BA), Ohio University, 2024, English

In “Reforming African American Literature in High Schools,” I explore how Black standpoint theory and reader response theory affect the instruction of African American novels and related books in the classroom. Namely, I examine how To Kill a Mockingbird is used in the classroom, whether or not the novel should be continued to be used in the classroom, and whether it can be used well as an introduction to the subjects of race, class, systematic oppression, and intersectionality. To do so, I analyze the contents of To Kill a Mockingbird, deconstruct my interviews with fifteen participants on how their teacher's instruction of To Kill a Mockingbird impacted their education, and examine how and when To Kill a Mockingbird succeeds in the classroom. I also determine whether or not To Kill a Mockingbird could be replaced by briefly diving into other prominent Black literature that is used in the classroom.

Committee: Mark Turner (Advisor); Edmond Chang (Advisor) Subjects: American Literature; Black Studies; Journalism; Literature

Ph.D., Antioch University, 2023, Leadership and Change

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed exemplary by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Maureen Walker PhD (Committee Member); Christine Sleeter PhD (Committee Member) Subjects: Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Ethnic Studies; Inservice Training; Middle School Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Personal Relationships; Psychology; Secondary Education; Social Psychology; Social Research; Sociology; Teacher Education; Teaching

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This Dissertation in Practice (DIP) explores the experiences of Black male faculty at Kent State University, a predominantly White institution, employing counter-narrative, a tenet of Critical Race Theory (CRT). Using qualitative narrative inquiry and autoethnography, the study investigates how race, gender, access to resources, and preparedness intersect and impact Black male faculty members' professional identities, sense of belonging, and pursuit of success. By centering the voices of five Black male faculty members, this research uncovers systemic barriers such as racial bias, isolation, and lack of mentorship that impact their career trajectories and overall wellbeing. The dissertation aligns with the Carnegie Project on the Education Doctorate (CPED) principles by focusing on issues of diversity, equity, inclusion, and belonging (DEIB), generating new insights into institutional practices that could affect recruitment, retention, and advancement of Black male faculty. Key findings underscore the importance of tailored support systems, recognition of invisible labor, and the establishment of community as mechanisms for fostering resilience and empowerment. The study concludes with actionable recommendations for academic institutions to enhance DEIB initiatives and support Black male faculty members, ultimately contributing to a more inclusive and equitable higher education landscape.

Committee: Elizabeth Kenyon (Committee Chair) Subjects: Curriculum Development; Educational Leadership; Higher Education

MFA, Kent State University, 2024, College of the Arts / School of Art

Racial tensions in the United States have begun to influence the field of Art Education, prompting critical examination of certain pedagogical frameworks. Central to this discourse is Critical Race Theory (CRT), an analytical lens that outlines the systemic inequities entrenched within social institutions. CRT underscores the marginalization experienced by Black American citizens within American society and delineates principles reflective of their shared experiences. Notably, CRT has faced scrutiny and opposition from various perspectives, particularly from parents of students in K-12 schools who perceive it as divisive and accusatory, often assigning fault to present-day White students for historical injustices. Implicit biases inherent within societal structures further complicate these dynamics, shaping perceptions and influencing educational practices. Despite these challenges, CRT is beginning to play a significant role in shaping curricular approaches within the field of Art Education, fostering an environment conducive to creative exploration and critical engagement with social issues. Educators who prioritize the integration of CRT principles and social justice learning into their pedagogy serve as catalysts for meaningful dialogue and transformative learning experiences. With that said, this thesis will delve into the nuances of CRT, its profound impact on American society, and its relevance within the contemporary K-12 art classroom.

Committee: Robin Vande Zande (Advisor) Subjects: Art Education; Education

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

An analysis of misinformation, disinformation, perverse rhetorical devices, and the origin of the Critical Race Theory (CRT) controversy were presented, as well as the motivations of those most likely to share misinformation and crisis communication strategies. The purpose of this mixed method study was to explore Ohio Superintendents' levels of understanding of CRT and preparedness to respond to allegations, as well as their perceptions of the impact of CRT allegations school, family, and community partnerships and student conflicts. An exploration of the statistical correlations between the number of CRT posts and allegations in a school district and the number of student conflicts, reported conditions of partnerships, and demographics was also presented. The outcome of this study could provide educational leaders with the needed information to better prepare proactive responses to CRT allegations as well as other school targeted allegations while building positive relationships with all stakeholders.

Committee: Jane Beese EdD (Committee Chair); Kristen Bruns PhD (Committee Member); Patrick Spearman PhD (Committee Member) Subjects: Communication; Curriculum Development; Education; Management; Political Science; School Administration; Social Studies Education; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, American Culture Studies

In 2021-2022, once routine school board meetings erupted into intense showdowns because of the presence of what many believed to be Critical Race Theory within the school curriculum, Comprehensive Sex Education, disagreement over gender identity, and the nature of parents' rights. There were shouting matches and accusations that schools, board members, and parents were racists, hated America and members of the LGBTQ community, were trafficking in communism, and were harming children. Commenters made fiery pledges to remove board members, and board members received hate mail including death threats. This research project interrogates parents', guardians', and concerned community members' publicly expressed beliefs and anxieties about Critical Race Theory (CRT), gender identity, and Comprehensive Sex Education (CSE), at 10 geographically diverse K-12 public school board meetings in the U.S. available online in 2021-2022. It considers what their comments at the board meetings reveal about their understanding of the world, of America, American identity, and of their own values, hopes, and fears. The methodology used in the project is anthropological. There is close textual analysis to better ascertain the content, context, and meanings of the discourse formations and cultural codes. These are the primary sources analyzed: comments at the school board meetings, written and televised speeches, personal letters, newspapers, op-eds, slogans, protest signs, campaign commercials, websites, and social media. In addition, historical and archival research trace the genealogy of these discourse formations within American culture among the secular and white evangelical Religious Right. The anti-CRT commenters and those who hold to traditional gender ideologies want to maintain a particular culture, an ordering of the world, including ideology and theology that is rooted in hierarchy, exclusion, and particular gender norms heavily influenced by the Southern way of life. (open full item for complete abstract)

Committee: Timothy Messer-Kruse Ph.D. (Committee Chair); Vibha Bhalla Ph.D. (Committee Member); Andrew Schocket Ph.D. (Committee Member); Jessica E. Kiss Ph.D. (Other) Subjects: African American Studies; American History; American Studies; Bible; Black History; Curricula; Education; Education History; Ethnic Studies; Families and Family Life; Gender; Gender Studies; History; Multicultural Education; Political Science; Spirituality; Teacher Education; Theology

MA, Kent State University, 2023, College of the Arts / School of Art

Critical Race Theory is a school of thought that targets inequality and challenges established thought on racial disparities in society to identify and dismantle the systems that support these inequalities. Like many other societal systems, education can promote racial inequalities, funneling marginalized students into the school-to-prison pipeline. CRT can guide art educators to self-reflect and transform their art instruction and curriculum to promote environments and pedagogies that create equitable and inclusive educational opportunities for all students. Through a series of interviews with educators teaching through a CRT lens, the research has identified academic obstacles facing diverse students, examples of systemic racism upholding white supremacy, and strategies educators use to advocate for a higher-quality, equitable, and inclusive art education. Through the stories and experiences of art educators influenced by CRT principles, we can begin to understand the impact a socially ethical, inclusive, and equitable CRT-inspired instruction can have on a student population.

Committee: Linda Hoeptner-Poling (Committee Chair); Koon-Hwee Kan (Committee Member); Shana Klein (Committee Member); Suzy D'Enbeau (Committee Member) Subjects: Art Education

Doctor of Philosophy, Miami University, 2023, Educational Leadership

Over time, Lincoln Heights High School has seemingly been erased from history. With the exception of a Facebook group and a few articles about state championships that were won during its final year of operation, there is no information on the internet or in published books or research about the high school. This research project aims to fill the void in the literature about Lincoln Heights High School. Data for this project were collected through a combination of oral histories and archival documents to unpack the trials and triumphs of a school that aimed to provide a quality education for its students despite having insurmountable budget issues that inevitably led to its closure. The purpose of this research is to understand the unique case of Lincoln Heights High School as it was one of the few Black schools in Ohio. What were the experiences of Black educators who taught at Lincoln Heights High School? The teachers' narratives highlighted that the staff was more than willing to work with the limited resources that they had in an attempt to educate students and build community. From the archival documents, the main takeaway is that there were so many external forces attempting to hinder the Lincoln Heights community. The battles over land and industrial tax revenue caused Lincoln Heights to be a landlocked community without the opportunity of expanding or generating substantial tax dollars from industry. Gerrymandering was the legal method used to ensure that thriving communities around Lincoln Heights were able to create the hopeless situation for the largest all Black town in the United States. Policies are the reason for the dire situation that the Lincoln Heights community and high school found themselves in. These findings indicate the need for an analysis of school funding in Ohio. The funding model that Ohio utilizes has been deemed illegal, but the model still exists. This model is what also forced the closure of Lincoln Heights High School and con (open full item for complete abstract)

Committee: Joel Malin (Committee Chair); Brian Schultz (Committee Member); Lisa Weems (Committee Member); Denise Taliaferro Baszile (Committee Member) Subjects: Black History; Black Studies; Education; Education Finance; Education History; Education Policy; Law; Minority and Ethnic Groups; Modern History

Ph.D., Antioch University, 2022, Antioch New England: Marriage and Family Therapy

Marriage and Family Therapists (MFTs) and Couple and Family Therapists (CFTs) engage in clinical practice from a systemic framework. This framework positions MFTs to consider the impact of social systems on the MFT/CFT field and their clients. Issues related to diversity, equity, inclusion, power, and privilege (DEIPP) impact all of the systems in which we operate. Currently, there is no consensus on a tool measuring training clinicians' competencies related to DEIPP beyond self-report. There is a need for a DEIPP competency measure because, currently, the most widely used measure is self or observer report, which may not provide a complete picture of a training clinician's competencies. This study utilized Critical Race Theory (CRT) and Feminist Family Therapy (FFT) to guide a thorough review of the literature. This process solidified domain and construct generation and then further synthesized item generation. This Delphi study was used to reach a consensus on item reduction. The survey contained 322 questions related to DEIPP. These questions were divided into three domains, attitudes self-report, multicultural knowledge questions, and clinical application vignettes. Specifically, this study's goal was to reach a consensus on item generation through two rounds of Delphi surveys sent to each participant; thus, establishing content validity. Five experts provided insight and feedback to address the domain definitions and items generated. The major contribution of this research is the completion of stage 1 for developing a measure that will address DEIPP competencies in MFT/CFT.

Committee: Lucy Byno Ph.D (Committee Chair); Kevin Lyness Ph.D (Committee Member); Bryson Greaves Ph.D (Committee Member) Subjects: Mental Health; Psychology; Therapy

Doctor of Philosophy, Miami University, 2016, Educational Leadership

Critical Race Theory challenges us to analyze a number of issues such as racial, gender, and class privileges within both formal and informal structures and processes of schooling. In addition, CRT reveals its direct implications for identifying and analyzing traditional notions of the objectivity of law and administrative regulation as it applies to education and schooling. Therefore, CRT in education can be defined as a framework or set of basic perspectives, methods, and pedagogy that seeks to identify, analyze and transform those structural, cultural, and interpersonal aspects of education that maintain the subordination of people of color and hopes to foster ways to engage in critical race analysis and positive change with regard to racial justice in the schools. One of the alleged benefits from Brown v. Board of Education of Topeka, Kansas was to ensure that Black children would have equal access to the resources of their White counterparts. For the purposes of this study, CRT will be used in an attempt to take a critical look at the impact of achieving unitary status has had on the Rockford Public Schools This study investigates the impact of unitary status on the Rockford Public Schools, focusing specifically on changes that have taken the federal court's order releasing the school district from its earlier desegregation order. The major questions to be explored in this study include: A. What systemic changes have occurred within the Rockford School District as a result of being granted unitary status? B. What stories/experiences are Rockford residents telling about race, desegregation, and schooling? Although unitary status has been acquired, it is clear that much work remains to be done to heal this disjointed community. Revisiting this subject can be a powerfully important step in not only healing the wounds inflicted from this journey, but also provides valuable reflection of root causes for the internal conflict within the district. Th (open full item for complete abstract)

Committee: Denise Taliaferro-Baszile (Committee Chair); Michael Dantley (Committee Member); Lisa Weems (Committee Member); Sheri Leafgren (Committee Member) Subjects: African Americans; Education; Educational Leadership; School Administration