Doctor of Philosophy in Urban Education, Cleveland State University, 2020, College of Education and Human Services

Given the historic underrepresentation of minority and low-income students in gifted programs, this study sought to address the unique characteristics of the gifted student while also considering the uniqueness of the student's school community. The initial design compared the use of dynamic intellectual assessment to traditional (or static) assessment for identifying eligibility in such programs. COVID-19 restrictions determined a redesign, since this national emergency precluded access to school buildings by students, staff, and families, which meant the comparison of assessment instruments would not be possible. As a result, a qualitative case study was employed, examining related research questions important to the problem of underrepresentation among minority and low-income students. The research question is as follows: In a school serving a predominantly African American community, how do stakeholders describe what they see in children who reveal a “gifted spark”? What do stakeholders identify as resources that nurture children with potential gifts and talents and what do they see as obstacles? Interviews were conducted with teachers, parents, and administrators via the Zoom online platform. Findings suggest that stakeholder perceptions understand giftedness as evident in a variety of realms including intellectual ability, academic achievement, creativity, and leadership. Participants also proposed the possibility of a “leadership community” to nurture the gifted student within the school community, where there is no designated “gifted” program. The study contributes to the literature in conceptualizing giftedness from the perspective of teachers, administrators, and parents in an educational setting serving a high population of Black/African-American students. It points to strategies and resources for addressing the problem of underrepresentation, including the use of alternative assessment instruments.

Committee: Kathryn MacCluskie Ed.D. (Committee Chair); Anne Galletta Ph.D. (Committee Member); Andrew Slifkin Ph.D. (Committee Member); Mittie Davis-Jones Ph.D. (Committee Member) Subjects: African Americans; Education; Education Policy; Educational Evaluation; Educational Tests and Measurements; Gifted Education

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2019, Psychology/Clinical

Research on the experiences of students with marginalized identities has primarily focused on one marginalized identity at a time. Intersectional frameworks provide a context for centering the experiences of students with multiple marginalized identities. Few studies exist that examine the experiences of low-income, first-generation, sexual minority students. The present qualitative study examined first-person accounts of 16 undergraduate and graduate low-income, first-generation, sexual minority students. Participants completed individual semi-structured interviews in which they described the development of their sexual orientation identity, their first-generation college status, their adjustment and integration into the university community, and nature of their relationships with family, friends, and members of the university community. Using a grounded theory framework, student accounts described a variety of ways that they felt different from peers and family as they navigated the university with limited economic, social, and cultural capital. Students described institutional barriers related to their struggle to find a sense of belonging that stemmed from both their first-generation status and their LGBTQ identities. Students identified pride in their personal growth and accomplishments as students and identified people who have supported them throughout their academic journeys. Implications of study findings for research, clinical practice, and academic institutional change are discussed.

Committee: Catherine Stein Ph.D. (Advisor); Kit Chan Ph.D. (Other); Dryw Dworsky Ph.D. (Committee Member); Dara Musher-Eizenman Ph.D. (Committee Member) Subjects: Glbt Studies; Higher Education; Psychology; Social Psychology; Sociology

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

Research on Somali students' experiences is very limited and has been focused mainly on school-age children rather than college students despite their increasing presence in U.S. higher education. So far little is known about the circumstances of those in postsecondary education. The purpose of this study was to explore Somali students' experiences in a major U.S. university. It particularly investigated the challenges undergraduate Somali students face in college and the support they receive in order to cope with those challenges. A qualitative case study methodology was employed to examine the lived experiences of ten students who participated in semi-structured in-depth interviews, which were analyzed using thematic content analysis. Findings of the study indicate that Somali students encounter many obstacles in college. The study also found that students cope with their challenges in various ways by drawing support from their institution, family, peers, faith and community, who provide them remarkable social capital and resilience. Findings will have implications for both practice and policy by providing an understanding of the obstacles Somali students encounter in U.S. colleges, as well as directions for future research. They will also be significant for research in that they will contribute to the literature by addressing the existing knowledge gap. Recommendations were made in light of the outcomes of the study in terms of ways that could be helpful for students to overcome their challenges.

Committee: Emmanuel Jean Francois (Committee Chair); Mona Robinson (Committee Member); Bill Larson (Committee Member); Edna Wangui (Committee Member) Subjects: Education; Educational Leadership; Higher Education Administration

Master of Arts, Miami University, 2009, Psychology

This study examined the relationship of minority status stress (MSS) and adjustment with risk for dropping out of college and the impact of MSS on the adjustment of Black undergraduate students at a PWI. Similar to White students, adjustment was a predictor of risk for dropout for Black students at a PWI. Additionally, this study found MSS impacted the adjustment of Black students at a PWI. The findings from this study indicate that interventions aimed at decreasing the risk for dropout for Black students at PWIs should focus on decreasing MSS. This paper also provides specific recommendations as to how this can be done. Further research is necessary to understand what specific aspects of MSS (e.g. faculty relationships, cross-cultural relationships) impact adjustment to academic and social environments.

Committee: Paul Flaspohler PhD (Committee Chair); Jhan Doughty Berry PhD (Committee Member); Roger Knudson PhD (Committee Member); Geri Susan Mosley-Howard PhD (Committee Member) Subjects: Academic Guidance Counseling; African Americans; Black History; Education; Higher Education; Mental Health; Minority and Ethnic Groups; Multicultural Education; Psychology

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2011, Higher Education Administration

This qualitative study used focus groups to explore and understand the experiences of 13 self-identified Latina students who were attending a predominantly White university in the Midwest. The use of Chicana feminist theory and academic and social integration theory helped frame the study. Similarities and differences among Latinas, as well as an exploration of the intersections of gender, race, ethnicity, and culture in relation to the experiences of Latinas while attending college at a predominantly White university in the Midwest were highlighted. Through the exploration of their lived experiences, participants identified the factors and conditions affecting their experiences in college, how family and culture shaped their experiences, and how their perceptions of the campus environment shaped their experiences while in college. The results of this study suggest that maintaining close ties to family members, having a space on campus to practice and enjoy Latino culture, being resilient, and finding their niche in the campus environment through programs focused on underrepresented students were the keys to their persistence in college. Another major finding of this study, that requires further study, is the undesirable change in the relationship between Latina mothers and daughters as the daughter furthers her education. Many participants' close relationships with their mothers were instrumental to their enrolling in college yet tension arose between mother and daughter as the daughter progressed toward graduation.

Committee: Ellen Broido PhD (Committee Chair); Ruben Viramontez Anguiano PhD (Committee Member); Patricia Kubow PhD (Committee Member); Carolyn Palmer PhD (Committee Member) Subjects: Education; Ethnic Studies; Gender; Higher Education; Hispanic American Studies; Hispanic Americans

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

Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared to their non-minority counterparts. It also considers these factors through the lens of implicit bias, cultural misunderstandings, and misinterpretations of disability categories, like emotional disturbance. The study outlines these contexts by exploring Disability Critical Race (DisCrit) Theory, Cultural Ecological Theory, and Social Learning Theory to understand the social and cultural influences that further lead to the issue of overrepresentation. Prior research suggests that lack of cultural awareness, potential implicit bias mindsets, and other issues beyond students' development and control contribute to the disproportionate representation of minority students in special education (Breese et al., 2023; Kreskow, 2013). This mixed-methods study utilizes Q-methodology and a questionnaire to examine external root causes and systemic issues related to influences regarding the special education evaluative process for minority groups, specifically Black students and emotional disturbance. By examining the perspectives of education professionals, this study aims to recognize the need for considerations of cultural responsiveness, effective self-reflective practices, ongoing professional development, and innovative systems that address the whole child before the special education evaluative process begins. The results of the study reveal significant concerns related to the special education evaluative processes regarding consideration of external factors, overall consistency, procedural misunderstanding, and issues related to cultural differences. These findings from a theoretical context indicate a need for understandin (open full item for complete abstract)

Committee: Karen Larwin PhD (Advisor); Luther Johnson EdD (Committee Member); Patrick Spearman PhD (Committee Member) Subjects: Special Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2021, Educational Leadership

The perspectives of engineering faculty have been explored in this study to answer research questions related to their perceptions of their role in the success and persistence of underrepresented minority students and self-efficacy related to the implementation of evidence-based teaching practices in engineering. Semi-structured interviews were conducted with 17 faculty participants and interpreted through interpretive phenomenological analysis (IPA). This study resulted in key findings which provides the host institution with insights which can inform faculty development and student success and persistence strategies for engineering administrators. The key findings from this qualitative research indicate engineering faculty in this study had a keen awareness of the high demand for engineering talent in the US, and also an awareness that engineering students have varied lived experiences, strengths, and challenges which can influence their educational engagement. Faculty also demonstrated the perspective that they play an important role in building critical relationships with students, which can serve as a catalyst to student support, guidance, encouragement, and persistence. Additionally, faculty discussed the importance of students having a broader support system, of especially peers, as well as the importance of having an internal motivation to succeed and persist in engineering. Finally, many engineering faculty expressed not originally considering teaching as a career path. This along with their expressed limitations in time, and the lack of required training early in their faculty careers, has resulted in a lack of self-efficacy in implementing evidence-based teaching practices known to promote URM student success and persistence in engineering.

Committee: Mary Ziskin (Committee Chair); Margaret Pinnell (Committee Member); Matthew Witenstein (Committee Member); Novea McIntosh (Committee Member) Subjects: Educational Leadership; Higher Education; Higher Education Administration

Ph.D., Antioch University, 2021, Leadership and Change

Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its influential impact on the academic success of students of color. It is the role-model premise that students can benefit from seeing teachers with similar racial/ethnic background in a position of authority in school. This research was grounded on the depth that qualitative inquiry brings to the field of education and was critical to the ongoing thematic interpretation of teachers of colors' often preconceived views of identity. Findings were extracted from 14 teachers of color participants who were engaged in a reflective process that revealed emerging themes from their individual and common perceptions and experiences. This study affirms that teachers of color are vital in the education system and as anticipated, their reflective narratives each produced a landscape of stories that brought meaning into their different backgrounds, personal stories, challenges, belief system, and career that surfaced their initial motivation for entering the teaching profession. This study is also embedded within a framework that draws particularly from two theoretical lenses; identity theory and identity construction theory. Employing identity studies to teachers is an extension of ways in which theoretical views intersects with teachers' lives, experiences and perceptions of their role and educational practices. This dissertation is available in open access at (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Elizabeth Holloway PhD (Committee Member); Kamuela Ka'Ahanui EdD (Committee Member) Subjects: African American Studies; American Studies; Cultural Anthropology; Early Childhood Education; Education; Education History; Education Philosophy; Education Policy; Educational Leadership; Educational Sociology; Educational Theory; Ethics; Ethnic Studies; Higher Education; Hispanic American Studies; Latin American Studies; Secondary Education

Doctor of Philosophy, University of Toledo, 2020, Foundations of Education: Educational Psychology

This study attempted to explore culturally relevant and responsive education to advance conceptual understanding of this phenomenon. Meta-ethnography was used to examine researchers' and research participants' descriptions of culturally relevant pedagogy and culturally responsive teaching, as represented in 10 sampled articles reporting 9 studies. This investigation identified possible concepts that can serve as a different way of thinking about culturally relevant and responsive educational practice, including CRRE foundations, goals, commitments, supporting practices, pedagogical practices, and purposes; additional subthemes were identified and described in association with this overarching organizational structure. Additionally, several relationships between concepts emerging from the meta-ethnography were identified and described. Possible implications for practice and teacher education were discussed, and recommendations for practicing teachers, teacher educators, administrators and policy-makers, and future research were described.

Committee: Victoria Dagostino-Kalniz (Committee Chair); Lisa Pescara-Kovach (Committee Member); Leigh Chiarelott (Committee Member); Gregory Stone (Committee Member) Subjects: Curriculum Development; Educational Psychology; Educational Theory; Instructional Design; Multicultural Education; Pedagogy; Teacher Education; Teaching

Masters of Science in Kinesiology and Health, Miami University, 2020, Kinesiology, Nutrition, and Health

Background: Racial battle fatigue (RBF) can be defined as mental and physical stress-related responses induced by backlash of others in the form of targeting behaviors, microaggressions, prejudice, or discrimination as a result of being a minority. Furthermore, the racial disparities that continuously exist on predominantly White colleges and universities (PWCUs) have threatened the success of students of color (SOC), with feeling symptoms of RBF being a possible explanation. Objective: This current study aimed to 1) investigate the relationship between the RBF framework and choosing to persist at a PWCU within SOC and 2) explore if there is any significance across class level within SOC who choose to persist. Methods: Data was collected through an online survey sent via email at a mid-sized Midwestern university, recruiting students of color on campus (n = 181). Results: Findings indicated that SOC did report experiences of RBF and RMAs, students experiencing RBF demonstrated more reasons to persist than students who did not report feeling RBF, and SOC feel a greater hostile racial climate than white students. There was little to no significance across class level and the effects of RBF symptoms.

Committee: Rose Marie Ward (Advisor); Anthony James (Committee Member); Stephen Quaye (Committee Member) Subjects: Adult Education; African Americans; Demographics; Higher Education; Hispanic Americans

Doctor of Philosophy in Urban Education, Cleveland State University, 2017, College of Education and Human Services

Increasing diversity in psychology practice and training programs has been a focus of the profession within the last few decades. To continue to enhance diversity, trends within the minority pipeline must be continually monitored. Minorities are underrepresented in all areas of psychology. There has been rapid growth in undergraduate degree completion, but less growth for earned graduate degrees, especially among African Americans. Minority stress theory served as a theoretical framework to examine how racial and ethnic microaggressions affects African American psychology graduate students' career attitudes. The current study used structural equation modeling to investigate the hypotheses: (a) There would be a negative relationship between racial and ethnic microaggressions and career attitudes. (b) The relationship between racial and ethnic microaggressions and career attitudes would be moderated by mentoring support. While no support was found for the present study's hypotheses, the findings suggested that mentoring support was significantly related to career attitudes. Implications for theory, research, practice, and training are provided on how to retain African Americans in psychology graduate and training programs.

Committee: Donna Schultheiss PhD (Committee Chair); Graham Stead PhD (Committee Member); Michael Horvath PhD (Committee Member); Julia Phillips PhD (Committee Member); Justin Perry PhD (Committee Member); Aaron Ellington PhD (Committee Member) Subjects: African Americans; Higher Education; Psychology

Master of Arts (MA), Bowling Green State University, 2017, Cross-Cultural, International Education

ABSTRACT Dr. Christopher Frey, Advisor The purpose of this qualitative case study was to explore the diverse academic and social experiences of first-generation college students of color from immigrant backgrounds in honors programs. Data from for this research were collected from semi-structured, one-on-one interview sessions with interested students. The findings and implications can educate institutions and offer valuable feedback for recruitment and retention. The recommendations could also be used to increase educational support for minority students in honors programs. This study thesis sought to address the following research questions and sub-questions: 1) What are the academic and social experiences of first-generation, immigrant and/or refugee students of color in honors colleges? a) How do they describe their experiences? b) How and why do they join an honors program? c) What precollege experiences are most influential in their preparation for the honors college and persistence? d) What challenges do they face in honors? How do they cope with these challenges? 2) How do these students develop a sense of belonging in the Honors College? a) What makes them fit into the honors program? b) Why do they stay in the Honors College? c) What issues of belonging do they experience in the honors college? How do they respond to these issues? Keywords: immigrants, minority students, Honors College, honors program, first-generation

Committee: Christopher Frey PhD (Advisor); Sherri Horner PhD (Committee Member); Mary Krueger PhD (Committee Member) Subjects: Higher Education

Doctor of Education, Miami University, 2017, Educational Leadership

AN EXPLORATORY STUDY OF VALUE- ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS The purpose of this study is to explore the correlation between state-recorded value- added (VA) scores and academic optimism (AO) scores, which measure teacher self-efficacy, trust, and academic emphasis. The sample for this study is 87 third through eighth grade Reading teachers, from fifty-five schools, in an urban school district in Ohio who have VA scores. Teachers were given an AO survey to find out through quantitative methods what relationship exists, if any, between value-added and academic optimism scores. The findings of this study is that no correlation was found between AO and VA. However, by exploring other confounding variables, other concepts were confirmed. The question driving this research may promote discussion about what teacher characteristics are actually effective and desirable and whether a district would like their teachers to duplicate them or not.

Committee: Kate Rousmaniere (Committee Chair); Molly Morehead (Committee Member); Andrew Saultz (Committee Member); William Boone (Committee Member) Subjects: African Americans; Education; Education History; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Tests and Measurements; Educational Theory; Elementary Education; Hispanic Americans; Middle School Education; Minority and Ethnic Groups; Special Education

MS, University of Cincinnati, 2005, Allied Health Sciences : Genetic Counseling

African Americans (AA) account for about 12.7% of the US population, but only 1% of the National Society of Genetic Counselors' membership. Since patients often seek health care from providers sharing similar cultural and community values, training genetic counselors from diverse backgrounds is critical. Psychology and biology students (N = 727) at 4 universities completed a self-administered online survey which assessed barriers, including awareness of genetic counseling (GC), demographics, and career goals, values, and interests, keeping AA students from pursuing GC as a career. More AAs (83.5%, 213/255) than Caucasians (61.6%, 189/307) had chosen a career (p < .001). Of students who indicated interest in the career description (64.7%, 364/562), fewer AAs (50.8%, 92/181) than Caucasians (74.3% 136/183) had heard of GC (p < .001). Early career selection and lack of awareness of the GC career among AAs are potential barriers to recruiting AAs into GC.

Committee: Dr. Nancy Warren (Advisor) Subjects: Education, Higher

PhD, University of Cincinnati, 2002, Education : School Psychology

Many preschool students with diverse cultural and linguistic backgrounds face challenges in early childcare settings that often are not prepared to deal with their unique education needs. Early childhood educators and parents of language minority preschoolers may have questions as to how they can provide instruction and support to these children to make the most of their preschool experience. This situation is further complicated by the language and cultural communication barriers that may exist between the child's parents and teachers. This study was designed to examine the use of an ecobehavioral problem-solving consultation model (PASSKey) for addressing targeted needs of early childhood language minority students. The study involved replications of a single-case quasi-experimental design to evaluate the extent to which students demonstrated improvement in targeted areas of concern. In addition, the degree to which teachers and parents found the PASSKey process and results meaningful and acceptable was assessed. Three PASSKey consultation cases were conducted with language minority preschool students and their caregivers (mothers, teachers and teacher assistants). The behavioral data demonstrated some modest evidence for the potential of positive change in all three cases. However, the number of target variables that changed and the level of change varied across the three cases. Additionally, ratings by the caregivers indicated that they found the process to be acceptable and meaningful for their child.

Committee: Dr. David Barnett (Advisor) Subjects: