Education Commons^™

Examining Diversity And The Role And Influence Of Post-Secondary Faculty At A Predominantly White Institution In Tennessee: A Critical Race Case Analysis, Lanell Smith

Electronic Theses and Dissertations

The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students’ identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education.

This study was limited to six faculty in a college of education (in …

The Impact Of Retention Efforts On The Collegiate Experience Of Students Of Color At A Predominantly White Institution (Pwi), Jeffrie Mallory

Electronic Theses and Dissertations

This dissertation explored perceptions of thirteen stakeholders who participated in the Minority Orientation Program, a pre-entry initiative focused on retaining students of color at a private, four-year university located in the northeast region of the United States. Situated in Vincent Tinto’s Theory of Student Integration and Critical Race Theory, the author qualitatively assessed the Minority Orientation Program’s impact on participating students of color and the program’s influence on their enrollment through the completion of their Freshman year. The study’s findings confirmed that the Minority Orientation Program affects the collegiate experience for students of color in several ways. Positive influences in …

Expectations And Experiences Of African American Students At Two Predominantly White Universities In Southern Appalachia., Brenda White Wright

Electronic Theses and Dissertations

This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at 2 predominantly White universities in the southern Appalachian region of the United States. The participants' described experiences revealed how institutional practices promoted or obstructed their persistence to graduation.

Qualitative ethnographic methodology with critical race theory as the conceptual framework guided the study. This approach allowed for the perspectives and lived experiences of the students to be voiced and heard. Data collected included their stories based on semistructured interviews, document reviews, and observations. The constant comparison method was used to analyze the …