Education Commons^™

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 …

Examining Campus Racial Climate For Faculty And Staff, Sherri Fujita

Ed.D. Dissertations in Practice

The purpose of this study was to understand how campus racial climate at a historically White public university in the Pacific Northwest of the United States is perceived by faculty and staff. Two theoretical frameworks are used in this study; first, that of critical race theory’s notion of interest-convergence and racial capitalism, and second, DiAngelo’s (2018) tenet of white fragility. A modified version of Hurtado, Milem, Clayton-Pedersen, and Alma’s (1998) multidimensional framework was used to guide the study to include demographics of the university as well as historical, structural, and psychological descriptions. A mixed method study was conducted using institutional …