Higher Education and Teaching Commons^™

Mechanisms Of Biases And Cultural Literacy In International Language Education: One Such Story To Carry, Yukari Birkett

Ed.D. Dissertations in Practice

Despite equity and inclusion initiatives, the English based colonial model has permeated the kindergarten to college systems, teaching/learning, theories and methods, the perception of second language acquisition, multiculturalism, and language education (Knowles et al., 2015; Macedo, 2019; Phillips & Abbot, 2011; Battiste, 2013). Additionally, cognitive neuroscientific discoveries of the complexity of language learning, emotional intelligence, and cultural literacy systematically failed to reach educators. Few studies have focused on what factors impact on cultural biases of foreign language learners, or what factors in learning facilitate the dismantling of durable biases. What are the hidden agendas for teaching and learning foreign languages? …

Asian American Community College Presidents: An Asiancrit Analysis Of Their Approaches To Leadership, Johnny Hu

Ed.D. Dissertations in Practice

This study explores the experiences of five current and former Asian American community college presidents including their career transitions into executive leadership using an AsianCrit analysis for framing their narrative experiences. The literature review situates the experiences of Asian American community college presidents in various contexts by providing a brief summary of several historical moments and political movements that have shaped the realities they currently confront as higher education leaders. This study employed a Critical Race Theory (CRT) approach to counter storytelling to analyze the participants’ narratives both individually and thematically based on their social identities as Asian Americans and …

Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck

Ed.D. Dissertations in Practice

This study applies Critical Race Theory as a critical lens to gain a clearer understanding of highly racialized policies and teaching practices around international student engagement in US higher education. The findings help to inform higher education leaders of how to support faculty to foster more inclusive and affirming learning environments for international students of color and other diverse student populations.

This mixed methods study employed a modified version of the Colorblind and Multicultural Ideology of STEM Faculty Measure as well as focus group interviews to gain a more complex understanding of how university faculty members’ beliefs align with colorblind …