Elementary School Teacher’S Experiences Of Open Studio Process In Examining Diversity, Equity, And Inclusion Topics, Tiffany Thompson

Expressive Therapies Dissertations

ABSTRACT

This qualitative research study examined the experiences of two Black female teachers and six White female teachers who participated in five Diversity, Equity, and Inclusion (DEI) workshops that incorporated Open Studio Process (OSP) using Expressive Therapy Continuum (ETC). It is informed by research on defensiveness and resistance that often accompanies and presents barriers to effective DEI training.

All eight study participants were elementary school teachers, ages 22-56. Participants engaged in five workshops that used artistic mediums to explore DEI topics. Participants visually and metaphorically represented their experiences. Results were analyzed using qualitative techniques.

Findings are that OSP using ETC …

Harnessing The Power Of Cliftonstrengths®: How Multinational Corporations Can Use Deep-Level Diversity To Enhance Organizational Inclusion, Trapper Kay Pace

Electronic Theses and Dissertations

This research explicitly investigated how multinational corporations can enhance workplace inclusion through the novel use of the CliftonStrengths® assessment as a dimension of deep-level diversity. The study gleaned insights from employees’ perspectives, employing a constructivist grounded theory approach to explicate their experiences in rich qualitative narratives. Through open-ended surveys and intensive interviews, participants were selected using purposeful sampling to ensure meaningful data collection from the study organizations’ three global regions. The researcher conducted the analysis systematically through the constant comparison of data utilizing the NVivo14 software to assist in constructing codes, themes, and a theoretical schema. Results highlighted the significance …

Special Education: Inclusion And Exclusion In The K-12 U.S. Educational System, Erik Brault

Dissertations

The U.S. Department of Education defines students with disabilities as those having a physical or mental impairment that substantially limits one or more life activities. Previous research has found that students with disabilities placed in inclusive environments perform better academically and socially compared to students with disabilities who are placed in segregated environments. Yet, we know that inclusion in K-12 general education classrooms across the country is not consistently implemented.

The purpose of this study was to better understand the effects, if any, of general education high school teachers’ personal and professional experiences and knowledge on their attitudes toward educating …

Evaluating Equity: Examining Inclusionary Practices From Educational Organizations To Improve The Education Experience Of Lgbtqia+ Students, Jillian G. Torrento

Seton Hall University Dissertations and Theses (ETDs)

This qualitative study explored the ways in which education policy and practices within public schools are addressing the needs of minoritized populations with a particular focus on LGBTQIA+ students. This study first employed a document analysis to investigate the federal, state, and district-level equity practices that are mandated or elective in addressing the needs of marginalized populations and LGBTQIA+ students. Secondly, a critical discourse analysis was conducted to examine the specific language, word choices, and symbols found within the public documents that signify equitable practices pertaining to minoritized student populations and the LGBTQIA+ community. Ultimately, the goal of this study …

How Marginalized Students Find Themselves Included In Syllabi: An Interpretative Phenomenological Analysis, Jean Kennedy Bennett

Electronic Theses and Dissertations

This dissertation presents the first known Interpretative Phenomenological Analysis (IPA) investigation of how marginalized students are included in syllabi. This study fills a gap in the literature due to the changing demographic of college students, the absence of faculty who share these marginalized identities, the syllabus being the first point of contact with students, and syllabi studies not including student voices. There were two research questions: how do marginalized students understand themselves as included in syllabi? and, how do marginalized students make meaning of their experiences with syllabi through their intersecting identities? This study used IPA to analyze each participant's …

By Chameleonic Means; "Trust Based" Philanthropic Relationships, "The Business Of Yes," As Experienced By Black Fundraisers, Novien Yarber

Dissertations

In the wake of society’s reinvigorated consciousness around structural and systemic racism, conversations centering justice, equity, inclusion, access, and cultural diversification are going far beyond political discourse. Contemporary fundraising practices are also challenging antiquated hegemonic ways of philanthropy and are critically examining the practice from within. Among many things, this entails diversifying the historically White-female dominated fundraising workforce. In this, fundraising literature has paid minimal attention to intercultural/cross-racial dynamics as implications of diversification of the fundraiser workforce. Although some research may center fundraisers themselves (relative to their ethical and/or professional standards), this dissertation expands this field of study by offering …

Access Does Not Guarantee Inclusion: An Exploration Of Student Organizations Fostering Belonging For Black And Minority Students At A Faith-Based Institution, Heidi Neely

Doctor of Education Dissertations

Black and minority students often do not persist to graduation and voluntarily drop out due to dissatisfaction with the lack of inclusivity and belonging experiences at predominantly White institutions (PWIs). This research examined the sense of belonging and inclusion for Black students at Southern Cross College (SCC; pseudonym), a private, faith-based institution located in an urban city in the southeastern region of the United States. All students are welcomed at SCC; however, there is an obscure caveat. Students whose identities align with specific diverse characteristics (ethnicity, gender, sexuality, religious belief) may find themselves feeling isolated, excluded, and ostracized from the …

Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer

Teacher Education, Educational Leadership & Policy ETDs

This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.

For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …

Teachers Of General Education: Perceptions And Experiences Teaching Inclusion In U.S. Schools, Ann C. Sander

Teacher Education, Educational Leadership & Policy ETDs

This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom.

In this study, 35 participants …

School Administrator Preparation In Special Education: A Cross-Case Analysis, Emily Ruiz

Dissertations

Special education has been part of public education for 46 years and has evolved considerably in that time. Despite improvements made in special education law, there remains a disconnect between law and current practices. Several studies suggest this disconnect is associated with administrators’ insufficient preparation for supporting special education in their schools.

This study utilized an explanatory sequential design to study Southern California school principals’ special education preparation. During the first phase of the study, the researcher emailed surveys to administrators who were selected using a stratified random sampling strategy. Unfortunately, the response rate was too low to employ the …

Becoming A More Empathetic Leader And Person, Rachel Shellstrom

Undergraduate Honors Theses

When defining empathy, the most common definition is “stepping into someone else’s shoes.” Along with this definition, many also share that it is important to have empathy and be an empathetic person. Yet, when thinking about its importance and this definition, a few questions arise: can we actually step into someone else’s shoes? Can we truly understand what someone else is feeling and experiencing if we are not them or do not hold the same identities that they do? Through a deeper exploration of existing empathy building certificate programs and empathy research, this thesis project explores these exact questions and …

Diversity, Equity, And Inclusions' Role In The Moral Development Of A College Student, Travis Eugene Smith Jr

Culminating Experience Projects

This paper explores the moral development of the college student and how Diversity, Equity, and Inclusion programs affect those students' development. A university has an obligation to provide an education to the students and help build the character development of the individual as well. Part of that education journey is focused on the moral development of the students. This project takes Kohlberg's moral development theory and explores how a university should address that development. Kohlberg clearly states that college students should be focused on building up their social welfare awareness. Using DEI Principles and programs can bring an abundance of …

More Than Just A Seat At The Table: Shared Governance For Graduate Student Mentorship, Katherine Canazzi

West Chester University Master’s Theses

Since its inception, public education in the United States has billed itself to the masses as an “equalizer” that “prepares the citizenry.” Although there are varying institutional types in higher education, Americans believe the myth that higher education is an extension of the same K-12 educational values. Despite higher education teaching the components of civic engagement separately, the skills are seldom combined for students to practice. Students do not learn how to transfer or combine these skills into their “real lives” outside of higher education. Since graduate students are electing to further their education, higher education has an increased responsibility …

Challenging Racism In Catholic Schools Through Intimate School Leadership: Counternarratives Of Black Catholic School Leaders, Michael Santa Maria

LMU/LLS Theses and Dissertations

Conversations regarding racial equity are uncomfortable for many Catholic school leaders. This is due to a lack of clarity between Catholic social teaching (CST) and its implementation regarding racial justice among Catholic schools. This necessitates coherent guidance to address systemic racism in Catholic education which responds to the need for greater equity, inclusion, and antiracism in its Catholic schools. The purpose of this study was to work with Black Catholic school leaders to understand how they operationalize antiracism in their leadership practice. To understand this paradigm, this study addressed two research questions: (1) How do Black leaders experience their role …

Administrators’ Challenges With Inclusionary Practices In General Education Classrooms, Tyra Mcbeth Simon

Walden Dissertations and Doctoral Studies

The research problem explored elementary administrators in a southern school district in Georgia who experienced challenges supporting teachers’ implementation of inclusion strategies to support the academic needs of students with disabilities (SWDs) in general education classrooms. The purpose of this basic qualitative study examined administrators’ challenges and teachers’ support with the implementation of inclusion strategies for SWDs. The conceptual framework that grounds the research included Fullan’s six secrets of change and Burns’ transformational leadership theory. The basic research qualitative research design used semi-structured interviews with five elementary administrators through purposeful sampling. Data analysis involved notes, NVivo 12 software, audio, and …

International Students In The Campus Carry Debate: A Descriptive Phenomenological Inquiry, Andre Richardo Grant

Graduate Theses and Dissertations

This qualitative phenomenological study purposefully sampled 15 graduate international students at a Southern University (SU). Semi-structured interviews were used to determine their perceptions and attitudes regarding the implementation of campus carry policies at the institution. The study aimed to answer the following research questions: How has the implementation of the campus carry policy at SU impacted international students’ perceptions of their experiences at the institution? How has the implementation of campus carry policies at SU influenced international students’ perceptions of the social ecology of the institution? and How did SU formally include international students in the on-campus campus carry policy …

Sense Of Belonging Among Dual Enrolled First-Year Students In Grand Cayman: Perceptions, Experiences, And Culturally Engaging Campus Environments, Patricia E. Robinson

USF Tampa Graduate Theses and Dissertations

Understanding how the experiences, perceptions, and culturally engaging campus environments build a sense of belonging and persistence among first-year dual-enrolled college students in a unique and diverse nation in the Western Caribbean (Greater Antilles) is an area of inquiry that had yet to be researched prior to this study. Using a case study qualitative research approach that included 10 individual semi-structured interviews, document elicitation of three university advertised campus events posts, and one focus group session, participants shared their experiences and perceptions of being a first-year dual-enrolled student and to what extent their campus’ environments influenced their sense of belonging. …

Strategies That Exemplary Elementary Dual Immersion Principals Use To Create An Organizational Culture Of Inclusiveness, Stephanie K. Smart

Dissertations

Purpose: The purpose of this sequential explanatory mixed methods study was to identify and describe the leadership strategies that exemplary elementary dual immersion principals in Orange and San Diego counties in Southern California use to create an organizational culture of inclusiveness using Kennedy’s (2008) five leadership qualities of cultural differences.

Methodology: This sequential explanatory mixed methods research study utilized quantitative surveys and qualitative interviews of 15 exemplary elementary dual immersion principals in Orange and San Diego counties in Southern California to identify and describe the strategies used to create an organizational culture of inclusiveness according to Kennedy’s (2008) five qualities …

Special Education Learning Environments Inclusion Versus Self-Contained, John Murphy

Theses and Dissertations

Over the years, many special education trends have emerged and faded, each claiming to be the solution to providing students with special needs a greater chance for success. Each year, new requirements for graduation and new educational legislation are introduced to try and correct old problems of ensuring students with special needs are properly educated leaving educators, parents, and advocacy groups with uncertainty as to appropriate placement, for students with learning disabilities. Therefore, the question becomes: “What method of instruction best suits the needs of special education students?” This will be a convergent mixed methodology study on the differences of …

Teachers' Perceptions Of Challenges Implementing Best Practices For Inclusion, Julie Deshann Miller

Walden Dissertations and Doctoral Studies

In a small, rural district in southeastern United States, general and special education teachers have not consistently provided inclusionary practices for students with disabilities to help them be successful in the general education setting. The purpose of this study was to investigate what general and special education teachers perceive are effective inclusionary practices, why they are not implementing the strategies, and what teachers think they need to help them improve implementing inclusion practices. The conceptual framework that grounded this study was Knowles' adult learning theory. The research questions addressed the inclusionary practices teachers use, challenges of inclusion, and teachers' perceptions …

Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher

Walden Dissertations and Doctoral Studies

Despite the use of professional development (PD), early childhood inclusive teachers lack the knowledge and skills needed to support students with disabilities. It was unclear what types of PD teachers have received and what supports they still need. If teachers lack PD and the skills needed to teach students with disabilities effectively, then student progress may be negatively affected. The purpose of this basic qualitative research study and the research questions were to understand early childhood inclusive general education teachers’ perceptions of past PD experiences of working with students with disabilities and what supports they need to implement evidence-based practices. …

General Education Teachers' Self-Efficacy Perceptions Of Teaching Students With Disabilities, Hester Jackson Mallory

Walden Dissertations and Doctoral Studies

Over recent decades, a challenge faced in public schools in the United States is the appropriate education of students with disabilities (SWDs) in inclusive classrooms. The problem this study addressed is that, despite the implementation of inclusive practices, SWDs in a small rural school district in Virginia have low achievement rates. The purpose of this basic qualitative study was to examine general education teachers’ self-efficacy perceptions, exploring the relationship between lived experiences with SWDs and their professional practices. The conceptual framework for this study was built upon Bandura’s self-efficacy and social cognitive theories. The research questions centered on how the …

Training And Experience As Predictors Of Principals’ Efficacy For Inclusive Education Implementation, Courtney Lynch

Walden Dissertations and Doctoral Studies

Federal inclusion law requires that school administrators provide an equitable and legally compliant inclusive education for all students. Previous research has shown that successful program delivery is not possible without efficacious school leadership. Prior studies have also revealed that principals’ self-efficacy judgments are directly influenced by contextual and personal factors. Limited research-based inquiries have explored which factors contribute to administrator confidence as it relates to successfully implementing inclusive educational programs in particular. Grounded in social cognitive theory, the purpose of this nonexperimental, survey-based, quantitative study was to assess the extent to which facets of elementary school principals’ educational background, experience, …

Transforming Campus Climate For Diversity: Accreditation Liaison Officer Perceptions And Beliefs Regarding The Impact Of Regional Accreditation On Institutional Change, David H. Sundby

LMU/LLS Theses and Dissertations

Despite attention given to the increasing diversity in higher education, greater barriers to college access and degree attainment exist for many minoritized groups in comparison to dominant groups. Research illustrates that campus climate for diversity, a systemic concept, plays a critical role in the success of minoritized groups. Additionally, institutional accreditation is a critical process, and it may be a catalyst for systemic change. However, there is little research on the relationship between the regional accreditation process and institutional change, with even less research on the impact of accreditation on campus climate for diversity.

To address this gap in literature, …

Perceptions Of Special Education Supports By School Administrators, Eric P. Oxford

Electronic Theses and Dissertations

This research study analyzed the perceptions of special education supports by school administrators. Specifically, this research discussed comparative findings of perceptions of special education supports between building principals and building-based special education team chairpersons in one Massachusetts public school district. The findings are grounded in the district’s inclusive philosophy and its capability to ensure that all students are provided educational opportunities in the least restrictive educational environment. The problem studied was that many students with disabilities who are unable to find academic success within an inclusive academic environment are typically transitioned into a more restrictive—or substantially separate—alternative education setting. It …

Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres

Electronic Theses, Projects, and Dissertations

ABSTRACT

This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …

A Case Study Of The Experiences Of Black Female Faculty At Research-Intensive Schools Of Social Work, Lashawnda N. Fields

Arts & Sciences Electronic Theses and Dissertations

Representation has improved over the past 40 years among Black female faculty members in social work schools; however, low academic rank and distribution of this demographic across institutions is one way in which predominately White institutions (PWI) of higher education perpetuate racial inequalities. Higher education, in general, continues to result in negative experiences and poor outcomes for Black female faculty members such as time to tenure, low academic rank, and feelings of isolation. However, little is known about the experiences of this demographic in schools of social work, particularly those identified as research-intensive (R-1) Carnegie-designated institutions of higher education. This …

Creating An Inclusive Climate For Students On The Autism Spectrum, Stephanie Christine Holmes

Electronic Theses and Dissertations

The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, which often includes the Individualized Education Plan (IEP) eligibility process itself, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, …

Assessment Of Inclusive Practices In Head Start Preschool Classrooms: Access, Participation, And Supports, Ifthika "Shine" Nissar

Electronic Theses, Projects, and Dissertations

ABSTRACT

The purpose of this study was to assess inclusive practices in Head Start preschool classrooms. In 1972, Public Law PL 94-242 mandated Head Start enrollment to include 10% of students with disabilities (Allen & Cowdery, 2009). Research on assessment of inclusive practices within Head Start preschool classrooms is limited (Gallagher & Lambert, 2006; Muccio, 2012).

This study implemented a quantitative, descriptive design approach. Correlational analysis was conducted to explore answers to the research questions according to access, participation, and supports constructs (DEC/NAEYC, 2009). An Inclusion Crosswalk model was introduced. Data revealed that the underlying factor structure of the …

The Gifted Transition: A Phenomenological Case Study Examination Of Preparation Strategies Utilized By General Education Inclusion Teachers, Jawan Brown Alexander

Electronic Thesis and Dissertation

If the United States is going to remain globally relevant and competitive with other nations, educational leaders should consider investing in their brightest students. According to the National Association for Gifted Students (2018), education officials are not investing in gifted education at the same rate or to the same extent that they are financing other areas of special education. Public education policy provides special needs learners with required instructional support and accommodation through mandatory supplemental funding; however, gifted students on the other end of the special education spectrum, also requiring and benefiting from intervention and accommodation, do not receive the …