This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not…

Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative…

This paper explores 'decolonial love' as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term 'decolonial love' and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also…

Black male teachers (BMEs) make up less than two percent of the entire educator workforce in the U.S. (Clark, 2020; DeRuy, 2016; Eng, 2020; Oakley et al., 2009), and in Florida, Black male elementary teachers (BMETs) comprise about 1.5% of all educators (FLDOE, 2022). Stephens et al. (2019) shared that all children benefit from experiences with…

College transition programs offer early access to the collegiate experience, aid in the adjustment of students transitioning to college, and facilitate positive adjustments for Black women in their early college years. Less is known about whether Black women identify these programs as having a lasting influence on their college degree programs and…

This dissertation uses sociocultural linguistics to investigate how Black undergraduates at a Historically White Institution (HWI) understand Blackness, and how their racial socialization experiences in their pre-college years inform that perspective. This project reveals that many Black undergraduates in the HWI context may not have the benefit…

The very low college success rate of American Indians and Alaska Natives has inspired a scholarly literature that seeks to explain this outcome and, more recently, to account for why some Native students persist in college. Few studies, however, look at Native students who actually have graduated from college, and these rarely reflect Native…

African Americans have faced many challenges in higher education over the course of time, especially in leadership at Predominately White Institutions. To increase the ability for minorities to service is prominent positions Diversity, equity, and inclusion must be present. When comparing the percentage of race and gender leadership positions such…

Women of Color (WOC)[superscript 1] comprise 20.3% of the U.S. population, and it is estimated by 2060, WOC will be the majority of all women in the United States (Catalyst, 2021). As this demographic shift continues, little research has focused on how WOC experience their place of work. This study examined factors affecting the experience of…

"Studying history will sometimes Disturb you. Studying history will sometimes Upset you. Studying history will sometimes make you Furious. But if studying history always makes you feel proud and happy, you probably aren't studying History." Author Unknown. This study occurred during a period of increased social awareness of antiracism,…

This qualitative study aimed to examine the personal experiences of what influences academic success in 9 first-generation African-American college students who attended predominantly White institutions (PWIs). This study examined first-generation African-American college students' experiences of personal and institutional factors contributing to…

The purpose of this qualitative narrative inquiry was to explore the impact of institutional context on Black first-generation college women's identity development. We examined their experiences along the lines of their minoritized race, gender, and first-generation student status using intersectionality theory. Six Black, first-generation college…

This qualitative study examines reflections of 11 Latinx youth in Illinois and Colorado in their predominantly White, suburban high schools. We center the experiences and perspectives of Latinx youth, as we stand to gain insights into how they perceive their schools prepared and impacted their engagement for civic life. We highlight how youth from…

For students with marginalized social identities, it can be challenging to navigate undergraduate experiences at predominantly white institutions (PWIs). To better understand lived experiences, ten focus groups were completed with students that represented various marginalized social identities and roles on campus. Bronfenbrenner's ecological…

In this narrative study, Rosalie Rolón-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in)visibility, intellect or academic contributions, and curriculum relevant to students' racial…