Voices Unheard: A Phenomenological Study Of Access And Inclusion Of College Students With Autism In The Southeastern United States, Janet L. Kuchinski

Dissertations

Although access to higher education has expanded for students with autism spectrum disorder (ASD), many continue to encounter barriers to meaningful inclusion, belonging, and participation within the college environment. The purpose of this interpretative phenomenological analysis (IPA) study was to explore the lived experiences of college students with ASD regarding access and inclusion in higher education. Purposeful sampling was used to recruit five college students with ASD who were at least 19 years of age, currently enrolled in college, and registered with disability services. Data were collected through semi-structured interviews conducted via Microsoft Teams and analyzed using established IPA procedures. …

Shedding The Chrysalis: Black Women Leading In Higher Education, Olga M. Welch, Carolyn R. Hodges

Navigating Careers in Higher Education Series

Shedding the Chrysalis: Black Women Leading in Higher Education features the voices of six experienced and emerging Black females in a variety of academic leadership roles. This book provides a Black feminist perspective, highlighting the need to address racial realism within higher education administration. These personal testimonies focus on a variety of levels in the academic hierarchy to emphasize the continuum across the lived experiences of these women, some of whom have served in multiple upper-level administrative roles. The contributors’ positions range from postdoctoral research fellows to positions reporting to central administration at predominantly white institutions. Shedding the Chrysalis underscores …

“She’S A Good Different. She’S Revolutionary”: How Fifth-Grade Readers Interpret Aspects Of Diversity In Literature, Margaret Barr

Reading Horizons: A Journal of Literacy and Language Arts

Although diversity, equity, and inclusion have been a significant focus of research in children’s literature, many studies fail to consider the reader’s perspective and instead rely on text analyses. In the present study, the author employed focus groups to examine fifth-grade readers’ insights as they interpreted, related to, and engaged with the presence of diversity in texts. Findings indicate that readers interpreted diversity by envisioning the larger picture, recognizing the importance of others’ differences, and connecting through emotions. Thus, this study suggests that it is necessary for teachers to understand that students recognize and appreciate individual differences, to select texts …

Tensions And Transformations: Equity, Diversity, And Inclusion In A Diverse Urban School Division, Lesley Eblie Trudel, Kishi Anderson Leachman, Wayne Davies

Journal of Educational Research and Practice

This study examines how equity, diversity, and inclusion (EDI) are understood and implemented within a large, diverse, urban school division in Canada. Using a mixed-methods approach and grounded in theoretical perspectives, including critical race theory, intersectionality, the ecology of inclusive education, and collective efficacy theory, we gathered insights from surveys and focus groups with educators, administrators, clinicians, educational assistants, caregivers, and students. Findings suggest that, while support for EDI is broad, the implementation is inconsistent and shaped by systemic barriers, resource constraints, and unclear leadership. We highlight the need for shared language, coordinated supports, and ongoing professional learning and instructional …

Diversity In Aquatics:4th Special Issue, Tiffany M. Quash Ph.D., Angela K. Beale-Tawfeeq, Steven N. Waller Ph.D.

International Journal of Aquatic Research and Education

The theme of this special issue is “Building a Community of Champions.” The purpose of this theme is to highlight and promote a civic engagement perspective that engages, advocates, and supports communities of Black, Indigenous, People of Color (BIPOC) in addressing the national, regional, and local evolving health-related issue of drowning. Aquatic Settings have been a pivotal focal point of social justice, water safety, and public health, not only in the past but also in our present day (Beale-Tawfeeq, Quash, et al, 2023 and Waller and Bemiller, 2023). Diversity In Aquatics (DIA) strives to positively impact the field of aquatics …

Between Compliance And Commitment: Community College Administrators And The Politics Of Dei Policy Implementation, Carol Birth

Graduate Theses and Dissertations

This qualitative case study explores how community college administrators navigate the complex and politically charged landscape of diversity, equity, and inclusion (DEI) policy implementation in the face of evolving state legislation. Grounded in Michael Lipsky’s theory of Street-Level Bureaucracy, the research examines how mid- to senior-level administrators perceive their interpretations, mediations, and actions on DEI mandates in contexts where such policies are contested or pressured. Using semi-structured interviews with administrators across multiple community colleges, the study investigates the tension between institutional commitment to DEI values and the necessity to comply with external political and legal directives. The study contributes to …

Developing A Curriculum Audit Tool For Justice, Equity, Diversity, And Inclusion In Occupational Therapy Education, Whitney M. Cranna, Sarah Mckinnon

Translational Science in Occupation

Background: The OT profession is calling for intentional pedagogy that builds future practitioners’ capacity for embodying justice, diversity, equity, and inclusion (JEDI) values; however, the interpretation and application of this mission remain subjective and nebulous. Developing a theory-driven audit tool may help standardize and clarify JEDI pedagogy needs to enhance OT preparation and practice.

Objective: Using a culturally responsive, justice-based theoretical lens, this paper describes the development of a JEDI Curriculum Audit Tool for a Post-Professional Doctor of Occupational Therapy (PP-OTD) program.

Design: Quantitative systematic evaluation of curricular alignment with JEDI principles, including a 3-prong retroactive self-evaluation approach.

Setting: Curriculum …

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

Exploring Dimensions Of Crystallized Identities, Candice L. Ruh

Feminist Pedagogy

For college students, learning about the components of identity can generate deeper knowledge about how personal and social identities differ, and how identities influence the way individuals experience socio-cultural systems and structures. The Exploring Dimensions of Crystallized Identities activity uses principles of self-reflexivity and dialogue to explore theoretical frameworks for practical application. This experiential activity is a facilitated dialogue driven by student involvement and is best suited for students in mid- to upper-level undergraduate courses. It encourages students to reflect on their and others’ identities, and to consider the social impacts of diversity in their lives.

Listening To Learn: Insights From Students With Disabilities To Inform Teacher Education, Cheryl B. Jones

Theses, Dissertations and Culminating Projects

Many students with disabilities are denied opportunities in schools because of the ways in which disability is conceptualized. This study examines the lived experiences of four students with disabilities. Using a basic qualitative approach, semi-structured interviews were conducted. The aim of the study was to understand how students with disabilities moved through school by centering their voices and listening to their firsthand accounts. The data revealed three main themes: 1) Participants felt misunderstood in school settings which became a primary shaper of their sense of self and educational experiences; 2) There is a misalignment of educational support and what students …

The Unsurprising Lack Of Deia In Nasa’S Pathways Program Hiring Patterns, Shelita Augustus, Tiasia Saunders

Division of Strategic Enrollment Management and Student Success Publications

Working for NASA, a symbol of exploration and scientific advancement, is a dream for many, sparking aspirations of becoming an astronaut and contributing to humanity's understanding of the unknown universe. However, the path to a NASA career is often filled with unfair challenges and barriers, particularly for talented individuals from underrepresented groups who have no control over systemic bias. NASA's Pathways Program is an entry point for undergraduate and graduate students seeking opportunities within the agency with a highly competitive hiring rate of only 1.4% between the fiscal years (FY) of 2021 to 2024. While NASA publicly affirmed its commitment …

Jedi Mind: Student And Teacher Perceptions Of Justice, Equity, Diversity, And Inclusion, Jessica W Coles Gray

Electronic Theses & Dissertations (2024 - present)

This study uses the Panorama Equity and Inclusion Survey as a measurement tool to examine the perceptions of equity and inclusion among teachers and students in a K-12 educational setting. Grounded in critical race theory, this research employs a QUANT-CRIT mixed methods approach to illuminate systemic inequities and amplify the voices of historically marginalized groups. A review of the existing literature reveals persistent disparities in educational experiences and outcomes for students and teachers of color, underscoring the need for a dual focus on both quantitative patterns and qualitative narratives. The study addressed two primary research questions: (1) What are teachers’ …

Exploring Institutional Stratification: Minority-Serving Institutional Pathways To Medical School Acceptance In The United States, Amanda K. Burbage, Eushekia Y. Hewitt

EVMS School of Health Professions Faculty Publications

Introduction

Recruiting and training a diverse pool of physicians from historically excluded groups is vital to solving complex scientific problems and increasing access to patient care. Disparate educational and health outcomes of COVID-19 amplified this need. In stratified higher education systems, underfunded institutions that serve greater numbers of underrepresented in medicine (URM) students face unique barriers to entering physician training. However, pathways from historically underfunded minority-serving institutions (MSIs) in the United States to medical school (MD) are not well understood.

Method

A hierarchical logistic regression analysis of 328 488 de-identified applicants to US MD-granting medical schools for academic years 2017-2018 …

Learning My Way: Storytelling As A Tool For Inclusive And Responsive Teaching, Alicia D. Stein

Education | Graduate Culminating Projects

Learning My Way: Storytelling as a Tool for Inclusive and Responsive Teaching is a masters project designed to advance educational equity by centering students with disabilities in inclusive, identity-affirming classrooms. This project includes two parts and includes an original children’s storybook, Winnie’s Way, and an accompanying teacher handbook grounded in Culturally Responsive Teaching (CRT.) The story follows Winnie, a young girl with hemiplegic cerebral palsy, as she navigates her school environment with determination, creativity, and the support of her teacher and peers. Through Winnie’s journey, students learn to celebrate difference and advocate for their own learning needs.

The teacher guide …

The Absence Of Disability Representation: A Critical Gap In Children's Picture Books, Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed

Research outputs 2022 to 2026

In a recent study, we examined the diversity of main characters and family structures in 90 award listed Australian children's picture books from 2019 and 2020. We found some progress compared to past research (Adam and Barratt-Pugh, 2020; Adam et al., 2021) in terms of culturally diverse representation, though still with predominantly white main protagonists (Adam and Urquhart, 2023). Similarly, we found some increased representation of diverse family structures, albeit with notable absences of LGBTQIA+, step, foster and blended families (Adam et al., 2024). However, a glaring omission caught our attention - the almost complete absence of disability representation among …

Rise Focus Groups, Aysha Leigh Robertson

Institute for Disability Studies

No abstract provided.

Book Review Of Becoming A Student-Ready College By Tia Brown Mcnair, Susan Albertine, Nicole Mcdonald, Thomas Major Jr., And Michelle Asha Cooper, Emily Bikowski

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Book review of McNair, T. B., Albertine, S., McDonald, N., Major, T., & Cooper, M. A. (2022). Becoming a Student-Ready College. Jossey-Bass. This article discusses the book from the perspective of a student-services practitioner who understands the importance of fostering a campus culture that values equity and inclusivity to ensure fairness for all students.

Disability Education In Medical Schools: A Paradigm Shift For Inclusive Care, Hannah Ship Md, Mph, Sahana Shankar M.D., Rochelle Baer Lcsw, Jeffrey Brosco M.D., Ph.D., Jairo Arana, Damian Gregory, Robert Irwin M.D., Gauri Agarwal M.D., Sabrina Taldone Md, Mba, Sheryl Eisenberg Michalowski Ma, Daniel Quintero M.D., Anna Shah M.D., Frank Woo M.D., Michelle Schladant Ph.D., Ashley Falcon Phd, Mph

Developmental Disabilities Network Journal

Disability education for medical students is often insufficient and can contribute to health disparities for people with disabilities. Our interdisciplinary curriculum development team created a longitudinal 4-year disability education model aimed at improving patient care for people with disabilities. Central to our curriculum are progressive sessions aligned with students' medical journey, including three required sessions covering interdisciplinary healthcare teams, implicit bias, health disparities, disability culture, shared decision-making, communication, and self-determination. Through the inclusion of people with disabilities, an interdisciplinary curriculum development team, and trainee-driven advocacy, our longitudinal multi-phasic disability education curriculum seeks to mitigate health disparities. Our innovative approach addresses …

Creating A Culture Of College And Career Readiness- Strategies And Interventions For African American Students, James R. Ford

All Dissertations

The persistent underrepresentation of African American students in college and career ready graduates presents a significant challenge within U.S. educational systems. This study investigates targeted strategies to increase the percentage of African American students graduating from high school college or career ready per South Carolina standards. The research was conducted in a rural school district known for its diverse student body and significant disparities in educational outcomes. The study's primary objective was to identify and implement educational interventions that enhance college and career readiness (CCR) specifically for African American students, thereby aiming to bridge the gap in readiness and contribute …

Expanding "Standards" Through Embracing Diversity: The Clarinet Quintets Of Samuel Coleridge-Taylor, Joyce Solomon Moorman, And James Lee Iii, Lauren Miller

Dissertations

Diversity in music education has been a long-standing discussion amongst educators. This document advocates for the recognition and acceptance of the intrinsic and extrinsic values of diverse peoples and their musical contributions while creating tolerance and respect. The focus lies with three composers, two African American and one African English, in service of promoting inclusion for composers of minority groups within the clarinet repertoire.

The goal is to expand standard clarinet repertoire, with “standard” defined as compositions considered important in building a well-rounded clarinetist in America, to include works such as Samuel Coleridge-Taylor’s Quintet for Clarinet and Strings in F-sharp …

The Link Between Classroom Diversity And Academic Advancements, Mary Kuik

Masters Projects

Racially diverse classrooms are not being taught in racially diverse ways, adding to an ever-growing academic gap for students of color. Various studies have pointed to several root causes to this issue, including a lack of representation, bias, inequitable discipline, poor curriculum, and socioeconomic disparity. Due to these causes, students of color are projected to be less successful in state testing and school overall, less likely to obtain a higher education, more likely to be disciplined, more likely to feel a detachment to historical content in the classroom, and more likely to feel a social disconnect from their peers. All …

Virginia History Standards And Inclusivity, Laura Byers

Departmental Honors & Graduate Capstone Projects

Diversity in the Commonwealth of Virginia is increasing rapidly and there is some concern among citizens that the Social Studies Standards of Learning are not accurately representative of the student population. The purpose of this study was to analyze and assess the current Standards of Learning for diversity and inclusion. The research study was a content analysis of the 2023 Social Studies Standards of Learning. It was found that the standards do not currently reflect the diversity of the student population. The results of this research study highlights gaps in diversity and inclusion of racial/ethnic groups and genders in Standards …

An Exploration Of The Mentoring Experiences Of Ethnically Diverse Women Faculty At An Hbcu: A Qualitative Case Study, Tonya M. Brown, Ruth Boyd

Journal of Research Initiatives

This qualitative case study explored the professional and personal growth benefits for women faculty who engage in mentoring relationships at a historically black college or university (HBCU). Data were collected using one-on-one interviews with full- and part-time women faculty members who served as research participants. The participants provided data about their experiences with mentoring, including details such as the frequency of their meetings with mentoring partners, the preferred method of communication, and the areas of support resulting from the mentoring relationship. Findings indicated that mentoring relationships positively enhanced the experience for women faculty teaching in full-time or adjunct positions in …

Black Superintendents’ Perceptions On The Effectiveness Of Diversity And Equity Professional Development In New Jersey Schools, Tanisha Hinton

Seton Hall University Dissertations and Theses (ETDs)

Providing an accessible and equitable education for all students has been an ongoing process mandated by the Managing for Equality and Equity initiative to close the achievement and opportunity gaps among students. This qualitative study examined Black superintendents' perspectives about the effectiveness and impact of diversity, equity, and inclusive initiatives in majority White staffed school districts in New Jersey. Furthermore, the study explored the perceptions of Black superintendents across different regions of New Jersey to understand if there were significant differences in how DEI initiative was perceived. Semi-structured interviews were conducted with 8 Black superintendents and the data was analyzed …

Culturally Responisve Teaching Practices To Support Students With Visual Imapirments, Genesis C. Miranda

Honors Capstones

This project examines education for children with visual impairments and those from racial, cultural, and linguistically diverse backgrounds. Taken separately, they result in a unique educational experience for the individual. This projedct also looks at the intersection of visual impairment and diversity and how students who fall within these groups are taught. The value of culturally responsive teaching practices is presented and applied to teaching children with vision loss to provide educators with strategies to create inclusive environments that promote learning and empowerment.

Representation And The Achievement Gap: A Case For Prioritizing Cultural Sameness In The Classroom, Taryn J. Fears

M.S. in Leadership

Abstract

This study examined the impact of cultural representation on achievement for minority students academically and socially across diverse contexts. Recognizing the importance of cultural diversity in educational and youth mentoring settings, this research explores how the representation of various cultural identities, including race, ethnicity, gender, and socioeconomic status, influences student achievement outcomes. Coming from a background in community based nonprofit organizations, I have seen how black and brown students respond in classroom and out-of-school time settings when having come in contact with teachers and mentors of similar culture. Having a teacher and/or mentor of a similar culture creates pathways …

What’S Your Story? Perceptions Of Diversity In Faith-Based Organizational Contexts, Martha N. Mcclure

Doctor of Education (Ed.D)

Organizations for the past several decades have made diversity a top priority. While diversity and inclusion can often be interpreted as synonymous terms, distinguishing between representative diversity and inclusive diversity is necessary for positive intergroup contact among working teams. The purpose of this quantitative study was to evaluate the effect of a missions training course on individuals' perceptions of what constitutes a diverse and inclusive work environment. Using the personal stories of diverse panelists and pre and post-test survey research, the effect on perceptions of four constructs of diversity: gender, race/ethnicity, age, and language were examined. While study findings did …

“A Real Man . . .”: Deconstructing Machismo Heteronormative Standards With K–12 Latino Male Educators Through Dialogic Spaces, Mario Echeverria

Dissertations

In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina …

Book Review Rural Education In America: What Works For Our Students, Teachers, And Communities, Sunshine L. Brosi, Marilyn M. Cuch, Spencer Spotted Elk, Julie Stevens, Gustavo A. Ovando-Montejo

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Book review of Marietta, G. & S. Marietta. (2020). Rural Education in America, What works for our students, teachers, and communities, Harvard Education Press. Statewide faculty teaching in rural Utah review this book and focus on actions to meet the specific needs of their demographic of rural students in rural communities. The reviewer’s reflections on the book developed from a Spring 2022 Empowering Teaching Excellence Learning Circle led by the primary author.

Creating Diverse And Engaging World Language Communities With(Out) Textbooks, Lucian Rothe, Jordan Gabbard

Faculty and Staff Scholarship

Textbooks have been a staple in many world language (WL) programs for decades. But how do current higher education efforts to create more diverse, equitable, and inclusive learning spaces affect the use of commercial textbooks in WL classes? This report presents how a small German program at a large metropolitan university in the Southern United States redeveloped its program goals and materials to create engaging communities, address matters of diversity, equity, and inclusion, and adjust program practices based on constant evaluation. In doing so, it reflects on how textbooks have (not) been able to contribute to these objectives. Implications speak …