Education Commons^™

Interrogating Whiteness In Graduate Education Culture: A Phenomenological Exploration Of Southeast Asian American Graduate Student Experiences, Lesley Nina Sisaket

Electronic Theses and Dissertations

The purpose of this transcendental phenomenological study is to understand the role that whiteness has in shaping the graduate education experiences of Southeast Asian American students in the United States. This study explores two research questions. 1) How do Southeast Asian American graduate students describe their graduate education? 2) How do Southeast Asian American graduate students describe concepts of whiteness, if any, throughout their graduate education? According to the experiences from six selfidentifying Southeast Asian American students, their graduate education experiences were described to be racially taxing, unchallenging, and isolating experiences. These findings stemmed from their graduate education experiences, which …

“Damned If Ya Do, Damned If Ya Don’T”: A Critical Narrative Inquiry Exploring The Gendered Racism Experienced By Black Women Housing Professionals In Higher Education, Shaniquè Jazmine Broom

Electronic Theses and Dissertations

Between 1999 and 2018, there was an 11% decrease in Black women staff and administrators at post-secondary institutions. This study utilized Black Feminist Thought and Sista Circle Methodology to uncover how Black women reflected on experiences of and coped with gendered racism at PWIs. Participants offered reflections on their relationships with Black women and men, white men and women, and students. Black women shared their reflections with discrimination and a deceptive institutional culture. Black women also discussed utilizing several coping strategies such as hyper-awareness, hypervigilance, enacting personal and professional boundaries, avoiding hypervisibility and engaging in personal and familial connections with …

Examining The Relational Space Of Native Faculty Members In Higher Education, Stevie Lee

Electronic Theses and Dissertations

Currently, the available research on Native faculty experiences emphasizes the challenges and hardships of being an Indigenous faculty member. Native faculty members are often underrepresented and rarely appreciated for the cultural teachings and knowledge they contribute within settler-colonial institutions. Nonetheless, Native faculty continue to demonstrate resilience and leadership navigating in higher education.

This qualitative research study examines the experiences of 11 Native women faculty members within higher education. The settler-colonial framing of teaching, research, and service (TRS) are areas often associated with faculty for the purposes of determining promotions and achieving tenure. However, this method of framing seldomly comprehends the …