Ph.D., Antioch University, 2025, Leadership and Change

This hermeneutic phenomenological study explores the leadership experiences of Black birth workers (BBWs), revealing critical insights into leadership dynamics within maternal healthcare. Through a theoretical framework integrating African feminism, Black feminism, and anti-racist feminism, the research examines how BBWs conceptualize and enact leadership through embodied, relational, and liberatory approaches. This study addresses a significant gap in leadership literature, particularly regarding generational knowledge and practices of BBWs, which remain understudied despite their vital role in Black maternal healthcare. This study reveals distinct leadership perspectives and methodologies through in-depth interviews with eight BBWs and a detailed interpretive analysis. The findings contribute to a more nuanced understanding of leadership in complex maternal healthcare settings and broaden conventional leadership models by centering the voices and practices of historically marginalized Black birth worker leaders (BBWLs). This dissertation is available in open access at (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2025, International Institute for Innovative Instruction

Black women's multiple minoritized identities and the double bind of sexism and racism complicate their lives and leadership. This study examined the intersectional leadership experiences of 10 Black women correlated to race, gender, racism, and sexism in the context of higher education senior leadership. It also sought to investigate the ways Black women are often regarded and treated at multiple intersections of identity as leaders. Mental health impacts and trauma at the intersection of Black women's race, gender, and leadership were also explored. A qualitative methodology and thematic analysis were employed to yield the study's findings. Intersectionality, Black feminist theory, critical race theory, and trauma theory, were applied to illumine Black women's intersectional leadership experiences and challenges. The findings of this study revealed that multiple interlocking oppressions like gendered racism, bias, and microaggressions adversely impede and impact the leadership of Black women senior leaders in institutions of higher learning (Collins, 1989). In addition, the findings demonstrated that Black women are highly conscious of their intersectionality as they navigate the convolutions of systemic discrimination and ‘everyday racism' (Bell, 1991) in higher education leadership spaces. Themes of exhaustion and burnout emphasized the extent to which racialized gendered challenges often hinder and inhibit Black women's leadership. Additionally, these findings indicate the need for improved workplace cultures and climates as well as increased institutional responsibility for making these improvements. Implications reveal the need for better ways to make Black women leaders in higher education feel well-received and safe to lead in spaces free of oppression. Recommendations suggest the need for clearly defined institutional leadership pathways free from oppression and discrimination that recognize the value of Black women's intersectional experiences for develop (open full item for complete abstract)

Bachelor of Arts (BA), Ohio University, 2025, English

Black Hair Intertextuality traces the evolving representation of Black female hair across literary texts, engaging with postcolonial, postmodern, and Afrofuturist frameworks to uncover the political, cultural, and aesthetic dimensions embedded in hair narratives. This thesis explores how Black hair operates as a site of identity, resistance, and reinvention, connecting historical trauma with future imaginaries. By analyzing texts from a range of authors—including Zora Neale Hurston, Toni Morrison, Audre Lorde, and Octavia Butler—the study reveals how hair becomes both a literal and metaphorical thread weaving together diasporic consciousness and intergenerational storytelling. Grounded in theories of embodiment, semiotics, and speculative resistance, the project interrogates the interplay between Eurocentric beauty standards and self-fashioning in postcolonial contexts. Simultaneously, it examines how postmodern fragmentation and Afrofuturist reimaginings reconfigure hair as a vector for speculative identity and cultural continuity. Ultimately, Black Hair Intertextuality argues that hair in literature is more than an aesthetic marker; it is a richly coded symbol of autonomy, memory, and futurity within Black female experience.

Doctor of Philosophy, The Ohio State University, 2025, Kinesiology

The primary purpose of this study was to explore the meaning-making ascribed to the experiences of 10 spiritual Black women who, at the time of this study, were doctoral students in or recent graduates of kinesiology doctoral programs at research-intensive predominantly white institutions of higher education (PWI-HE) in the United States. The secondary purpose was to explore the spirituality of the women while pursuing their terminal doctoral degrees in PWI-HE. The research design was situated in the qualitative paradigm using a narrative inquiry arts-based approach and autoethnography, through the lens of the womanist theology theoretical framework. Per participant, the data sources were two wisdom whisper conversations, one artifact, a self-reflective journal, and artworks created in Canva, an online artificial intelligence (AI) program. Narrative analysis and narrative coding were used to determine the study findings, which were conceptualized through AI-generated artwork created by the lead researcher and participants, enabling broader engagement and immersion into their doctoral journeys. From the data analysis, four major themes emerged: (1) In the Beginning Everything AlignedThis theme captures the initial clarity and ease with which participants embarked on their doctoral journeys in kinesiology, reflecting a sense of alignment between personal aspirations and academic pursuits; (2) Thick Skin Activated: Spirituality as SourceThis theme reveals how participants navigated the challenges of their doctoral programs through spiritual grounding, drawing strength and resilience from their faith as they remained committed to degree completion; (3) Spirituality as a Navigation Tool Participants described spirituality not only as a coping mechanism but as a guiding force that shaped their academic progression and post-doctoral aspirations; and (4) The Exhale: A Necessary ReleaseThis theme highlights the therapeutic importance of dialogue and creative expression, (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2025, Educational Studies

Social anxiety, characterized by a heightened fear of judgment in social situations, has been linked to academic disengagement and lower academic self-concept. While previous research has explored the academic challenges faced by Black students, limited attention has been given to how social anxiety influences their motivation, school belonging, and academic performance. Given the disproportionate rates of unmet mental health needs among Black youth, understanding how social anxiety interacts with key academic and emotional factors is critical for informing interventions that support student success. This study examines the relationships between social anxiety, motivation (academic self-concept and engagement), school belonging, and GPA among Black students using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health). Grounded in Situated Expectancy-Value Theory (SEVT) and Need to Belong Theory, this study investigates (1) the impact of social anxiety on motivation, (2) the role of school belonging in the relationship between social anxiety and motivation, and (3) the predictive relationship between social anxiety, school belonging, motivation, and GPA. Regression and mediation analyses are used to evaluate and identify significant pathways influencing Black students' academic experiences. Findings indicate that higher social anxiety levels are associated with lower motivation, and social anxiety significantly predicts GPA. Additionally, both motivation and school belonging significantly predict GPA, underscoring their importance in academic success. However, contrary to expectations, school belonging does not mediate the relationship between social anxiety and motivation, suggesting that while belonging remains important, it does not buffer against the negative effects of social anxiety in this context.

Doctor of Philosophy, The Ohio State University, 2025, Educational Studies

Harmonic Dissonance: A Qualitative Study on the Intersection of Higher Education Debt, Race, and a Music Degree explores the financial and career challenges faced by African American musicians with Bachelor of Music Performance degrees, specifically examining the impact of higher education debt and race on their careers and overall livelihood. Through qualitative interviews and analysis, this study shares the narratives of each participant's lived experiences, shedding light on how student loan debt influences their professional opportunities, economic mobility, and long-term financial stability. The research considers these narratives within broader issues surrounding racial and economic realities in higher education, demonstrating how factors, such as access to financial resources, institutional support, racial biases, and the challenges surrounding a career in the arts, exacerbates the financial burdens for African American musicians. Participants share their experiences and strategies navigating complex financial realities while either sustaining or neglecting their artistic pursuits, offering insight into the ways the musicians' debts shape career trajectories, job selection, and wealth-building opportunities. By presenting these narratives, this study addresses a gap in the research on how African American musicians with bachelor's degrees manage their debt and careers as degree-holders in a precarious industry. This research adds to the discussion on how educational policy, equity, and financial literacy are being addressed within the arts. It also underscores the need for structural reforms in higher education financing, advocating for solutions that better support African American musicians in achieving both artistic success and economic security. The findings have implications for policymakers, educators, and musicians seeking to address the financial barriers that hinder professional and personal growth in the music field.

Doctor of Philosophy, Case Western Reserve University, 2025, Management

As organizations navigate polarized perspectives on diversity, equity, and inclusion (DEI), understanding the interplay between DEI climate, trust, leadership behaviors, and key organizational outcomes has never been more critical. Through a mixed-methods exploratory sequential design, this research examines how leadership behaviors, trust, and DEI climate impact career advancement satisfaction and turnover intentions, particularly for underrepresented groups. The findings provide actionable insights for CEOs and executives tasked with aligning these constructs with measurable business results. This research explored the dynamics of trust, DEI climate, and leadership behaviors in shaping career advancement satisfaction and turnover intentions through a mixed-methods approach comprising three studies: one qualitative and two quantitative. The first study involved semi-structured interviews with 30 African American and Caucasian executives from diverse industries across the United States. These interviews revealed that trust plays a pivotal role in accessing leadership opportunities and navigating systemic barriers. Analysis of participants' experiences highlighted trust as a key differentiator in career trajectories, particularly for African Americans, who emphasized its importance in overcoming challenges related to representation and systemic inequities. Building on these qualitative insights, the second study analyzed survey responses from 692 professionals currently working across the United States. This quantitative phase revealed that while DEI climate is often associated with positive organizational outcomes, its effect on reducing turnover intentions was inconsistent. These findings prompted a deeper examination in the third study, which also used the sample of 692 professionals. The third study found that race moderated the relationship between DEI climate and turnover intentions, with Black employees showing a significantly stronger connection between (open full item for complete abstract)

Doctor of Education , University of Dayton, 2025, Educational Administration

The purpose of this study was to examine the contributing factors to the Disproportionate Minority Contact of Black youth with the Atlas County juvenile justice system. The methodology utilized a qualitative approach through a phenomenology focus to gain a greater understanding of the social realities of stakeholders engaged with court-involved youth in Atlas County. The findings confirm a lack of alternative options to adjudication and differential treatment contribute to the disparities for Black youth in Atlas County. Implications include efforts to reduce DMC must be grounded in policy and strategic planning, cultural awareness and training. Future research should involve court-engaged youth and court officials to gain an expanded perspective on contributing factors and solutions to racial and ethnic disparities.

Doctor of Education , University of Dayton, 2025, Educational Administration

The purpose of this participatory action research study is to amplify the treatment of Black girls, as students with disabilities, around disproportionality, access to the general education curriculum and environment, and adultification stereotypes. The study, using a qualitative methodology and phenomenological lens, illuminates the leadership needs of principals around special education processes to better serve Black girls with disabilities. The findings underscore how Black principals see Black girls with disabilities differently than their teachers, teachers misinterpreting Black girls' traumas, racialized approaches to identifying minority students with disabilities through the RtI process, and the caring and uncaring of Black girls' learning capacities. The implications of this study pose a threat to special education practices, processes, and policies that loosely promote fair treatment of minority students.

Doctor of Education , University of Dayton, 2025, Educational Administration

This study examines the influence of self-efficacy, outcome expectations, personal interests, and contextual factors on the decision to major in accounting, specifically focusing on minority and non-minority business graduates. Grounded in the Social Cognitive Career Theory (SCCT), this mixed-methods research explores the relationship between these constructs and students' academic and career choices. The study seeks to address the underrepresentation of minority groups in the accounting profession, which has implications for diversity, equity, and inclusion. Quantitative data were collected through surveys administered to 40 business graduates. The survey measured constructs of self-efficacy, outcome expectations, personal interests, and contextual factors using Likert-scale items. Reliability analysis indicated that the measures demonstrated acceptable internal consistency, with Cronbach's alpha values exceeding 0.70 after necessary adjustments. Descriptive statistics provided an overview of the sample, highlighting significant demographic variables, such as race, gender, and cumulative GPA, alongside participants' self-reported confidence and engagement in their academic and professional paths. Inferential statistical tests, including t-tests, correlations, and regressions, were employed to examine differences and relationships across the constructs. Results revealed significant correlations between key variables, such as GPA and first-generation college student status, while other comparisons, including minority and non-minority groups, showed non-significant differences. Qualitative data were gathered through semi-structured interviews with a subset of participants to explore their experiences and perceptions. A thematic analysis of the interview data identified recurring themes, including the role of mentorship, cultural expectations, and perceptions of career stability and success. These insights provided a deeper understanding of the quantitative find (open full item for complete abstract)

Doctor of Education , University of Dayton, 2025, Educational Administration

This dissertation explores the factors influencing the retention of Black women under 40 in a historically Black nonprofit organization. Using a qualitative approach, surveys were conducted with current members to identify the organizational, social, and personal dynamics that contribute to the organization's continued motivation and engagement. The study examines themes such as inclusion, motivation, engagement, and background within the organization. Findings highlight sisterhood, internal values, dedication and the organization's mission statement, offering insights into how historically Black nonprofits can better support and retain this critical demographic, fostering a more inclusive environment. This research aims to inform retention strategies that address both individual aspirations and organizational needs.

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

African Americans are underrepresented in health professional careers that require an undergraduate or graduate degree (Toretsky et al., 2018). Diversity in the healthcare workforce is essential for the underserved population to help reduce health disparities (Pittman et al., 2021). Health care organizations must take steps in creating a more inclusive workforce that includes representation for African Americans. The primary purpose of this narrative inquiry design study that used qualitative interviews and focus groups was to understand the lived experiences of African American healthcare practitioners and how they were introduced to healthcare careers. This study used purposeful sampling, recruiting participants who voluntarily wanted to participate in telling their lived narrative through semi-structured interviews and focus groups of their experiences about landing a professional career in healthcare The data analysis in this study was a narrative thematic analysis using common themes and comparison of themes to one another, after the different interviews. The twelve interviews and three focus groups provided key insights into how each African American healthcare practitioner landed a professional healthcare careers, In synthesizing the findings, the four main themes found during the interviews were: none of the high schools prepared one to go into a healthcare career, lack of financial resources to fund these healthcare programs, little to no exposure in healthcare careers, and family were sick or the participants had a childhood illness which spark their interest into healthcare. The results of the narrative inquiry interviews were important as they helped determine the area of focus for the action plan to develop the Institute of Healthcare Connections (IHC) that empower African American youth to go into healthcare careers by providing more mentors and exposure opportunities for students in elementary school through college.

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)

Ph.D., Antioch University, 2024, Leadership and Change

The dissertation examined African American women with chieftaincy titles in Yoruba culture and how they exercised their leadership in both Yorubaland and America. It explored their leadership, authority, and training. The presence of African American women with chieftaincy titles is increasing in the American landscape. The methodology was qualitative using narrative inquiry and portraiture from Sarah Lawrence-Lightfoot and Jessica Hoffman Davis (1997) with five African American women. My research included observations in Nigerian, pre-Osun festival, the Osun festival, and post-Osun festival. Observations also included three women Nigerian Chiefs. The research questions answered their qualifications to lead, their sense of knowing as leaders, and their commitment to the Yoruba people and tradition. This study identified the historical and cultural patterns necessary to understand, adapt, and implement training for future women leaders in the Isese/Ifa/Orisa tradition in America and for those learning Yoruba culture and customs in their chieftaincies. The data findings are contextualized in the narratives to provide an overall portrait of African American women leaders in the Yoruba culture and Isese/Ifa/Orisa tradition in the United States, primary community of Atlanta, Georgia. African American women lead from their sense of and proven skill strength either academically or vocationally. African American Chiefs do not need permission in the healing of their community. From the findings, this study proposed the theory of Motherism, which can be the basis for shared dialogue and understanding across the board for various affinity groups in the diaspora and Yorubaland. African American women do not have to disregard the historical v leadership work of African American women who have been trail blazers to be Yoruba women leaders in America. African American women continue the struggle for voice and equality despite the culture or religious norms o (open full item for complete abstract)

Ph.D., Antioch University, 2024, Antioch New England: Marriage and Family Therapy

Support for collaborative partnerships between Black churches and mental health professionals is on the rise. Yet, little attention has been given to if and how the numerous barriers that Black people face in both domains, among others, affects mental health help-seeking attitudes and preferences on a sociocultural level. When there are negative consequences to mental health treatment utilization, either perceived or real, within every context of one's lived experience, self-concealment may be a more favorable option. Using a quantitative, cross-sectional research design, the current study explores the relationship between self-concealment and religious and professional mental health help-seeking attitudes and preferences among Black, Christian churchgoing adults in the United States (US). Findings reveal that intimate partners are the dominant, preferred help-seeking source among Black churchgoing adults in the US, and mental health professionals are consistently preferred over clergy. Among those high in self-concealment, however, the preferred help-seeking sources are a phone helpline or no one at all. Correlation analyses reveal associated themes between self-concealment and religious and professional mental health help-seeking attitudes. Such themes include: self-stigma, public-stigma, anticipated risks of disclosure, shame, and aversion to vulnerability. Results from this study not only validate the use of interprofessional collaborations as a promising strategy for mitigating mental health treatment barriers among Black, Christian churchgoing adults in the US, but also provides valuable insights to aid in the development of effective collaborative care models. Collaborative programming strategies and considerations for mental health professionals and clergy are discussed. Study limitations and areas for future research are presented as well. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.o (open full item for complete abstract)

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

Positive school environments have been shown to raise academic achievement. Youngstown East High School has had six principals in six years, and there has been a strong sense of disconnect from the community in their support (both academically and athletically) of the continuous changes that have been made in the Youngstown City School District. East High School has a 99.8% economically disadvantaged population with 13.6% being English Language Learners and 27.1% students with disabilities. Using Positive Behavior Intervention Supports (PBIS) to address discipline to affect the management of absenteeism and academic interventions, what measures can be taken to raise the staff and student morale of the high school environment? How can Golden Bears Alumni contribute to the culture and climate as they relate the past to the present? Since the Youngstown City School District is focused on PBIS and must use the Academic Improvement Plan to completely move out of the watchful eyes of the State of Ohio, one must ask how, exactly, can culture and climate improve the academic and athletic performances of their students? How can the district build school pride within the school as well as the surrounding community? How can remaining alumni be used as resources to connect to outliers who could possibly invest in East High School? This study explores these questions by examining data on the effects of climate and culture within the school and community and its impact of school pride on academic achievement and athletic performance, with a specific focus on improving the school pride at Youngstown East High.

Doctor of Philosophy, Case Western Reserve University, 2025, Musicology

In 2020, multiple crises sparked a process of transformation in American society, in which institutions were compelled to clarify their position on historical issues of racial and social injustice. One result has been a new enthusiasm among American classical music ensembles for programming works by 20th- and 21st-century African-American composers. Coleridge-Taylor Perkinson's music is a particularly fascinating case because it straddled two musical worlds: one that traditionally centered African-American musicians and musical aesthetics (R&B arrangements and jazz-influenced Blaxploitation movie scores), and one that purposefully excluded them (mid-century American classical music). Notwithstanding his newfound musical recognition and his influence as an artist and leader, he lacks an authoritative biography. There are questions about his musical experiences in childhood, why he chose composition as a career, and why, how, and when he decided to incorporate jazz and blues into his classical compositions. Writers even disagree over his place of birth (New York City or Winston-Salem, NC) because, presumably, existing research is either inconclusive or not authoritative. Moreover, we do not yet have substantive analytical models to identify and unpack the Afro-diasporic elements of his compositions. His pieces often reference but subvert traditional formal schemas, such as the fugue or sonata form. The existing models that musicians and critics typically utilize in regard to form and harmonic structure are not calibrated for traditional Afro-diasporic musical practices, from which Perkinson draws liberally. In this dissertation, I address both of these issues: the lack of substantive biographical information about Perkinson, and the poor fit of current analytical models to his compositional style. I suggest that his stylistic liminality has contributed to the newfound interest in his composition. His art does not fit neatly into the static categories separating (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2024, Levin College of Public Affairs and Education

The current literature regarding the complex experiences of Black students pursuing advanced degrees is insufficient. Moreover, previous research has used a deficit-based lens by focusing on barriers that Black students experience rather than their resiliency and strength. This study utilized a critical phenomenological qualitative methodology to explore the lived experiences of Black doctoral psychology students enrolled in predominately White institutions (PWIs), regarding their encounters with racism and racial trauma. Furthermore, this study was guided by the radical healing framework, which aims to explore how Black students can thrive within racist and oppressive environments, to explore potential healing from various racialized harms. A sample of 12 doctoral students [female (n=7), male (n=3), non-binary (n=2)], who identify as Black, African American or having African ancestry were interviewed for inclusion in this study. Data was analyzed via a critical phenomenological approach (Guenther, 2019), resulting in 10 emergent themes (Williams, 2008). These themes include the following: persistent racialized encounters, perpetual traumatic experiences, required resiliency, exorbitant emotions, intersectionality, simultaneous hypervisibility and invisibility, cumulative comradery, intentional intransigence, analytical awareness, and obstinate optimism. Implications are discussed for research, as well as for education and training.

Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This study explores the lived experiences of microaggressions encountered by BIPOC faculty within Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited counseling programs, using a feminist theoretical framework. The research addresses the following question: What is the lived experience of microaggressions in academia for BIPOC faculty in CACREP-accredited programs? To ensure participant anonymity, data was collected through an online survey hosted on SurveyMonkey. The survey included demographic items and open-ended questions with clear and concise written instructions. Data was collected from eight participants. Thematic analysis revealed six key themes: (1) personal characteristics embedded in microaggressions, (2) failure to acknowledge BIPOC faculty expertise, (3) institutional microaggressions, (4) outright racism, (5) mixed experiences of White-allyship, and (6) coping with microaggressions. These findings provide critical insights into the challenges faced by BIPOC faculty in academia and highlight the need for institutional change to foster more equitable and inclusive environments.

Master of Arts (M.A.), University of Dayton, 2024, Theological Studies

This thesis promotes and argues for the necessary contributions of historical theology within dialogue and action on racial justice in the US Catholic Church. For Catholics to actualize the call to “listen,” given by the US bishops in 2018 in their pastoral letter, "Open Wide Our Hearts" (OWOH), historical retrievals of racial injustices must be prioritized. Proper listening must be done at local levels with the experiences of the racialized community centered within the history itself. Otherwise, one risks abstracting the work of racial justice and ignoring real sites of racial injustices. To substantiate this method, this thesis retrieves the local history of St. Francis Xavier Parish and School, a Black Catholic parish and school in Baton Rouge, Louisiana. Their history uncovers two significant instances of racial injustice which are elaborated on: the demolition of their high school due to interstate road construction and the near closure of their elementary school amidst integration. In both cases, the concerns of the parishioners were not listened to by the white authorities, even their bishops who wrote on racial justice issues. The telling of their history requires people even today to listen to their stories and engage with their experiences. Without the contributions of a grounded historical method, theologies on racial justice have been and are still susceptible to causing more harm in racial relations, even in well-intentioned pursuits for justice.