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Articles 1 - 4 of 4
Full-Text Articles in Educational Leadership
The Gendered, Racialized, & Dis/Abled Experiences Of Neurodivergent Black Women Graduate Students Across Higher Education, Kat Stephens
The Gendered, Racialized, & Dis/Abled Experiences Of Neurodivergent Black Women Graduate Students Across Higher Education, Kat Stephens
Doctoral Dissertations
Black women graduate students with dis/abilities; those identifying as neurodivergent are scarce in contemporary research. Throughout widespread disability studies, research, and the research on neurodiversity, this lack is consistent regarding minoritized race and gender groupings (Matthews, 2019; Strong et al., 2020). Larger neurodivergent, ADHD, and Autism conversations tend to skew toward White boys and men (Travers, 2018). The convergence of disability (race, gender, and place/space) as another marginalized community and diverse student population, is an additional gap in the literature, despite the benefits of DisCrit (Annamma et al., 2013). Black women graduate students with disabilities, specifically those identifying as neurodivergent …
How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii
How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii
Doctoral Dissertations
Previous research trended towards a deficit-oriented approach to understanding and explaining Black male underachievement. The past education research has focused on discussing the underachievement of Black males in Higher education. Finding solutions often were prescriptive in “fixing” behaviors in Black males to improve academic achievement. Additionally, there has been a trend towards race-neutrality in education policies, programs, and admissions criteria. And there is a lack of research on whether race-neutrality further exacerbates Black male underachievement by ignoring key race and gender targeted supports services that could improve Black male academic outcomes in higher education. While Black men have historically struggled …
“Sustaining Peace From Campus To Community”, The Role Of Students To Promote Campus-Level Reconciliation: A Case Study Of Maluku, Indonesia, Julia Novrita
Doctoral Dissertations
In the context of intractable conflict, a higher education institution, especially a public state university, is not only a learning place for youth aged 18-26 years, but also a symbol of control, power, pride, and identity of dominant regional groups. This condition has made some scholars and practitioners in peacebuilding doubt the capacity of higher education to promote peace and reconciliation in the aftermath of war, arguing that the challenges outweigh the opportunities. Learning from the experience of the alumni of the Non-Violent Study Circles (NVSC) program and their affiliations at the University of Pattimura (UNPATTI), the largest public university …
The Devil Did Not Make Me Do It: Understanding Factors That Influence College Choice Of A Faith-Based Institution, Phillip Lowell Cook Jr.
The Devil Did Not Make Me Do It: Understanding Factors That Influence College Choice Of A Faith-Based Institution, Phillip Lowell Cook Jr.
Doctoral Dissertations
The process of choosing a college can be quite difficult for high school students and their families. If the student considers issues of faith in this process, it can cause additional complexity. While researchers have examined many factors that influence the college selection process (Baliyan, 2016; Espinosa, Bradshaw & Hausman, 2000; Noel-Levitz, 2012; Nurnberg, Schapiro, & Zimmerman, 2012; Perez, 2008; Tucciarone, 2007), there is little research that focuses on the factors that influence the selection of a faith-based institution. Research shows the factors that affect this process are varied and include the influence of parents (MacCallum, Glover, Queen, & Riggs, …