Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

By the year 2023, most children attending public school in the United States will be of a minority race (National Center for Educational Statistics, 2013). However, 80% of the teachers in public schools are White (Musu, 2019). Student identity (race/ethnicity, socioeconomic status, cultural/linguistic, disability, gender identity/expression, and sexual orientation) fosters inequities, negatively impacting students' experiences, academic outcomes, and graduation rates (Cooc & Kiru, 2018; Frattura & Capper, 2015; GLSEN, 2017; Gorski, 2013; Shifrer, 2018; Shifrer, Muller, & Callahan, 2011; Theoharis, 2007; U.S. Department of Education, 2018, 2019). Principal leadership is instrumental to developing culturally competent cultures to navigate the dynamics of student diversity and mitigate the impact of identity-based inequities (Fullan & Quinn, 2016; Gorski, 2013; Leithwood & Jantzi, 2005; Lindsey et al., 2019; Robinson, 2013; Shields, 2010, 2017; Theoharis, 2007). A descriptive case study design was used to explore participants' leadership actions and cultural competence beliefs as they lead diverse schools. Three urban high school principals from one district in Ohio participated in the study. The findings revealed that participants enact both leadership actions and cultural competence beliefs to develop culturally competent cultures and that the process is developmental and continuous. Implications for principal leadership include providing school leaders understanding of the complexity and nuance of culturally competent leadership. Central office administrators and educational leadership preparation programs can better understand culturally competent principal leadership to inform their work based on this study.

Committee: Jane Beese EdD (Advisor); Charles Vergon JD (Committee Member); Patrick Spearman PhD (Committee Member); Kristin Bruns PhD (Committee Member) Subjects: Educational Leadership

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

Nongovernmental Organizations (NGOs) have been critical partners and key entities in addressing social and political issues throughout the world. However, as those organizations seek to challenge unjust and unfair conditions, they can hold organizational structures that perpetuate systems of hierarchy and positional power that create feelings of marginalization and oppression based on the proximity to power by staff. Decision-making within those organizations based on staff role and location can be challenging and contribute to feelings of marginalization because of the organization's hierarchal structure. This study seeks to address engagement in decision-making by remote staff in an NGO with offices throughout the world. The study examines whether the organization creates opportunities for participation in decision-making by remote staff and whether it is an intentional and deliberate function of leadership to communicate the importance of engagement with remote staff. Further, it explores the role of organizational culture and its compatibility with the local culture of the targeted country for project implementation. The study further seeks to determine if westernized leadership practices and hierarchal structures can inherently or inadvertently limit the ability of remote staff to feel engaged and connected to the organization. The relationship between the remote staff and the headquarters are examined to determine engagement at all levels of the organization to understand the perception of decision-making engagement at all levels. The study shows how organizational communication plays a key role in engagement across all employment categories with a particular focus on the diversity of management style and the autonomy of leadership in the field with remote staff.

Committee: Clare Liddon (Committee Chair); Tony Richard (Committee Member); Pamela Young (Committee Member) Subjects: Adult Education; Communication; Cultural Anthropology; International Relations; Minority and Ethnic Groups; Organization Theory; Organizational Behavior

Doctor of Education, Ashland University, 2022, College of Education

Across the United States, an imbalance exists between the percentages of White educators and minority students. This disproportion has led to the need for more educators to learn and acquire the skills necessary to effectively navigate and lead in diverse environments and respond in ways that resonates with diverse learners. This study focused the experiences of cultural humility on the lived experiences of African American boys and their parents and the behaviors and experiences of culturally humble teachers at a predominantly White, private Catholic high school. This study was chosen to fill a gap in the literature on cultural humility and its impact on school students and teachers. The research consisted of focus groups and interviews with 25 African American students, 20 African American parents and four teachers identified by students and parents as rating high in cultural humility. A qualitative case study was implemented with a structured protocol. Upon careful analysis of the data, five major themes emerged: (a) Humility—the role of voice, flexibility, and reimagining; (b) Authenticity—the power of vulnerability and visibility in building relationships; (c) Advocacy—the role of empathy in building non-judgmental safe spaces; (d) Presence—the role of partnership and the power of availability; and (e) Intentionality—the role of belief, accountability, and high expectations. The findings are significant in that they revealed some of the benefits and positive effects of the cultural humility framework on culturally responsive leadership, cultural safety, and academic success of African American students.

Committee: Judy Alston Ph.D. (Committee Chair); Constance Savage Ph.D. (Committee Member); Peter Ghazarian Ed.D. (Committee Member) Subjects: African Americans; Educational Leadership; Organizational Behavior