Education Commons^™

“Give Them A Firm Handshake, Look Them In The Eye, Try To Make A Connection”: Critical Graduate Perspectives On School Advancement Practices Of De Marillac Academy, Alicia M. Tapia

Doctoral Dissertations

This dissertation engages graduates of De Marillac Academy, a NativityMiguel school in San Francisco, in critical inquiry regarding school advancement practices. Graduates were asked how they participated in school advancement practices face-to-face with guests and donors, through media, on-campus and off-campus at their Annual Scholarship Benefit. Graduates engaged in photo and video elicitation interviews, in which photos and videos were used to spark commentary regarding their thoughts and experiences in advancement settings. As Catholic school educators, we are called to investigate the effects of a student’s formal and hidden curriculum in all aspects of their educational experience. This study found …

Teaching The U.S. Civil Rights Movement And Its Legacy Through Critical Pedagogy In A Taiwanese High School, Ming-Kuo Hung

Doctoral Dissertations

This dissertation analyzes a Taiwanese learning experience about the U.S. Civil Rights Movement. Taiwanese formal education includes this topic in secondary education. However, a paucity of previous studies described the racial and social meaning of this learning experience. Launching an educational project with a critical-pedagogy approach, this study invited 18 Taiwanese high school students to discuss their understanding of race, racism, and social justice in Taiwan, after learning about the U.S. experience. The rationale of analyzing student participants’ comments rests on critical race theory.

This study applied a critical-ethnography approach to qualitative research to analyze student participants’ learning experiences. The …

“Leadership Means Moving A Community Forward”: Asian American Community College Students And Critical Leadership Praxis, Melissa Ann Loredo Canlas

Doctoral Dissertations

Asian Americans are underrepresented in both formal leadership positions and leadership research (Foldy & Ospina, 2009) and rarely are Asian Americans viewed as leaders, activists, or agents of social change. Leadership development programs, particularly those focused on social and racial justice, are largely absent from the curriculums and educational experiences of Asian Americans (Omatsu, 2006), and few leadership development programs focus specifically on the needs of Asian Americans (Chung, 2014; Liang, Lee, & Ting, 2002), particularly at the community college level.

This study addressed the need for critical leadership development for Asian American community college students, focusing specifically on leadership …

Documenting The Experiences Of Gay Latinos In Higher Education Through The Use Of Testimonio, Lorenzo Fabian Garcia

Doctoral Dissertations

This qualitative study focuses on the stories of six self-Identified Gay Latinos in a higher education. The participant’s stories are documented using Testimonio. The six men were uniquely situated to give their testimonios about their campus experiences of seeking support in that they were the narrators of the experiences. Key findings indicated a pipeline of support which began with supportive families. Multidimensional identity was well defined by the participants as understanding of being both Latino and Gay. The participants, while exploring campus spaces for support, found themselves navigating through one identity or the other resulting in a process of selective …

Counter-Narratives Of La Raza Voices: An Exploration Of The Personal And Professional Lived Experiences Of Mexican-American/Chicana/O Faculty At California Catholic Institutions Of Higher Education, Frank Vincent Serrano

Doctoral Dissertations

Faculty members of color time and again encounter the greatest number of challenges and barriers (e.g., discrimination, isolation, marginalization, tokenism, inundated with workloads and service commitments, devalued research, and delayed promotion and tenure) in both entering academia and succeeding within academia.

The purpose of this study was to explore the personal and professional lived experiences of eight self-identified native-born Mexican-American and Chicana/o tenured and tenure-track faculty members employed at four California Catholic institutions of higher education.

This study utilized a qualitative narrative methodology employing the critical race tenets of counter-storytelling and the permanence of racism. Through use of this methodology, …

Latino Immigrant Parents Of English Language Learner Students, School Involvement And The Participation Breach, Jose Vicente Gonzalez

Doctoral Dissertations

The problem addressed in this study was the minimal school involvement by Latino immigrant parents due to the hegemonic practices, cultural misunderstandings and deficit-thinking models adopted by school personnel. The purpose of this Participatory Action Research (PAR) was to investigate the perceptions and benefits of participant and co-researcher parents who collaborated in the creation of an anti-hegemonic culturally sensitive advocacy-training program. The theoretical framework employed was Critical Race Theory because it addressed the issues of institutional racism, challenge to the status quo, social justice leadership and allowed for an interdisciplinary approach in order to utilize the parents' experiential knowledge to …