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 …

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 …