This qualitative phenomenological study explored how school leaders in seven urban high schools in California make sense of and use equity-related data to create more equitable educational opportunity for their students. Equity-related data here refers to school data (accountability data included) that demonstrate unequal access to educational opportunity and disparity of outcomes for subgroups of students. Data has been part of the U.S. educational system increasingly since 1965. The amount of data available has accelerated even more in the last decade in the wake of the No Child Left Behind (NCLB) Act. Much of that data has been collected and used by educators for a broader category of assessment and measurement of students and school performance. Recently, however, there is an increasing interest in and research about how school leaders can use data for equity purposes.

Utilizing a qualitative phenomenological approach, this research examined how 19 school leaders, at seven urban high schools in the state of California, make sense of and use equity-related data to disrupt patterns of inequality. Through interviews, observation, shadowing, and collection of documents and paper artifacts, this study

collected data that demonstrate how these school leaders were making sense of data at their schools and using such to create more equitable opportunities for students. This study suggests that school leaders' interpretation and use of equity-related data could lead to the transformation and equalization of educational opportunities for all students. However, school leaders do not make sense of data in a void. They come to data with some set of mindscapes or ideological frame of reference that has been shaped by social background, beliefs, values, education, etc. It is important to understand the mindset with which school leaders come to data. This study then provides understanding and perspective that is too often missing in educational research about school leaders and data-driven decisions.

This qualitative study examined the academic relationship between first-generation Latina college graduates and their immigrant mothers. Research shows that Latinas are the fastest growing ethnic minority in the country, and by 2060 will account for nearly a third of the total female population in the United States (Gandara, 2015). Although the literature suggests that Latinas are outperforming Latinos academically (Bukoski & Hatch, 2016; Riegle-Crumb, 2010; Saenz & Ponjuan, 2009, 2011), Latinas still require educational support in order to succeed during their educational trajectories (Beltr�n & NCLR, 2011). Using Chicana/Latina feminist theory (Villenas, Godinez, Bernal, & Elenes, 2006), this study explored how first-generation Latina college graduates viewed their educational journey and how their immigrant mothers supported them throughout the process. Specifically, this study examined the individual stories of both the mothers and their daughters using pl�ticas (friendly and relaxed conversations). The research design consisted of two semi-structured interviews with each individual participant. Findings were then organized around five themes: (a) Stories of Struggle, (b) Unconditional Support, (c) Additional Academic Support Outside of the Family, (d) College Persistence, and (e) They Just Don’t Get It. The findings of the study revealed that although the immigrant mothers in this study lacked a formal education, they still did what they physically could to support their daughters and their academic careers. In addition, the data also showed that the first-generation Latina college graduates in this study understood their mothers could not help them when it came to completing math homework, writing an essay, or applying to college; so, they sought outside support to fill this void. All the college graduates in the study claimed that they had additional help from either mentors, teachers, or outside pre-college programs throughout middle school or high school. According to the college graduates, this outside support was crucial in understanding the significance of applying to and going to college. For the first-generation Latina students in this study, their concern was not lacking the motivation to go to college, their problem was not having the requisite resources, exposure, and support. Although their mothers wanted their daughters to go to college, they did not have the knowledge or expertise to help them do so. The findings from this study suggest that schools, communities, and families need to develop meaningful and purposeful partnerships to better support first- generation Latinas. Recommendations for practice consist of schools and communities supporting first-generation Latina students through: parental engagement, providing access to mentors and pre-college program opportunities, and developing a systemic approach in easing the transition from high school to college.

In response to the demographic divide between administrators and students in urban public schools, this study examined the experiences of 5 White urban school leaders participating in an anti-racist reflective leadership group called WAKE UP! (White Administrators Addressing K-12 Equity by Unpacking Privilege). The administrators in this sample were committed to improving outcomes for students of color, citing numerous social justice initiatives that had been implemented across the organization. Action research methodology was used to develop the WAKE UP! program model based on participant feedback throughout the study. An embedded case study approach was used to examine the experiences of participants using two units of analysis—critical self-reflection and White racial identity development. One limitation of this study was that grouping the administrators into a (White-only) affinity group limited exposure to other perspectives. Once data were collected, I analyzed individual participant experiences and generated themes, or lessons learned, across the cases. Lessons learned from case study analysis indicated that the WAKE UP! program model was effective in prompting participants to question and reframe assumptions about the manifestation of racism in their schools, providing a venue for critical thought and analysis of racial and cultural differences. Through this process, participants began to identify their own implicit bias and to recognize that the affinity group aspect of this program created a safe space for discussing racism. As the result of participating in WAKE UP!, they identified the manifestation of societal and institutional racism in their schools and identified implicit bias as they unpacked their own White privilege. The group learned that engaging in critical self-reflection can be painful, but this tension is necessary for racial identity development. Racial identity development for White school leaders happens with intentional action, resulting in personal and professional changes. Lessons learned from the action research process suggest that the facilitator of an anti-racist reflective leadership group must be in the autonomy status described by Helms (1997) Model of White Racial Identity Development. In the autonomy status, a positive White racial identity is internalized and the facilitator models anti-racist behaviors, ongoing critical self-reflection, and increased effectiveness in multiracial settings.

This study examined the espoused values of an institution whose mission calls for a focus and promotion of social justice and how that institution supports its staff’s development of a competency focused on social justice and inclusion. It examined the intersection of social justice and inclusion competence, early-career staff development, and espoused educational values, allwithin the context of Jesuit higher education and student affairs, an understudied area. The study revealed new ideas to meet the growing need to train student affairs staff on how to better support their students, so they may become citizens of the world and leaders who transform the world (University, n.d.-c).

While culturally sustaining pedagogy (CSP) emerges from decades of theoretical and empirical research on culturally responsive and relevant pedagogy (Banks, 1995; Cazden & Leggett, 1976; Gay, 1994, 2000; Ladson-Billings, 1994, 1995; Villegas & Lucas, 2007), the field is still in its nascent stages in terms of identifying explicit teaching practices (i.e., strategies and content) that reject white hegemony as well as honor and sustain students’ home and community cultural practices and identities (Irizarry, 2017; Machado, 2017; Woodard et al., 2017). This dissertation project seeks to learn more about the practical applications of CSP in elementary school classrooms. I use a descriptive qualitative case study methodology in order to identify what pedagogical strategies and academic content teachers use in their efforts to be culturally sustaining. Additionally, I capture the challenges teachers experienced while implementing CSP in their elementary classrooms. My research seeks to generate in-depth descriptions of teaching and learning activities while examining the phenomenon of a cohort of four teachers using CSP in the context of an elementary school (Yin, 1981). I use participant observations, individual interviews, and focus group interviews in order to respond to the research questions. The findings indicate: (1) Teachers included content that explicitly engaged issues of racism and patriarchal gender norms, as well as content that centered People of Color, in simple and direct ways with which young elementary school students could grapple. (2) Teachers used age- appropriate pedagogical strategies that supported the linguistic and cultural competencies of students through response and discussion protocols, connecting learning done at school to students’ families, communities, and home languages. They also invested students with power over how they would engage with a lesson. (3) Teachers experienced challenges to implementing CSP in their classrooms because of a policy mandating the strict implementation of a new ELA curriculum and inconsistent school leadership with regard to CSP and the district-mandated curriculum.

Too often educators are unable or unwilling to see the potential Black males have as students, and often view these young men as inhuman or uneducable. More specifically, teachers often ignore or underestimate that Black males experience education in a manner unlike their peers due to the historical construction of what it means to be a Black male. Given that K-12 students and teachers spend a significant amount of time together the teaching that occurs in classrooms can have a significant impact on student success within schools. What is often missing, not offered, not valued, or in need of re-emphasizing within the field of educational research is the need for Black males to theorize teaching. It is important to understand the type of pedagogical strategies that these young men believe will enrich their classroom experiences, which serves as the impetus for this exploratory study that seeks to answer how do Black males theorize (think, explain, and develop a set of ideas) notions of teaching. To develop a collective understanding of Black male students’ perceptions of effective teaching, a social constructivist qualitative research method was implemented. More specifically a series of semi-structured interviews were conducted with twelve Black male students who attended three urban high schools in southern California. Each of the interviews conducted were audio-taped and transcribed and lasted approximately 60 to 70 minutes. Three research questions that guided the study were: What are Black male secondary students’ perceptions of effective teaching? What are the strategies, approaches, and methods of teaching that Black male students describe that? What can teachers, researchers, and policymakers learn from Black male students’ understanding of effective teaching to better serve this student group in the classroom? Key findings revealed that the participants can articulate their thoughts about teaching with specificity by providing definitions of teaching, strategies that enhance their learning, and distinguishing between the act (teaching) and the person (the teacher). Moreover, too often the participants questioned the willingness of teachers to want to give their best instruction, make positive connections, and form relationships that will benefit their classroom success.

Independent schools need to address the pending leadership crisis as well as the gender gap in leadership due to the growing need for new leaders. With the high turnover of independent school heads in the next decade due to 68% of sitting heads reaching retirement age, schools are in competition with one another for qualified leaders (Kane & Barbaro, 2016).

This study focused on the leadership pathway for female independent school senior level administrators. This project used a qualitative research design to understand the experiences of female senior level administrators in independent schools who are on the pathway to becoming a head of school.

Findings support the need for multiple levels of support to push women forward on their pathway as well as opportunities for women to be “tapped” and invited to step forward. Additionally, women are held back due to family responsibilities and gender bias regarding “good” leadership. Developing confidence and risk taking in women encourages women to be seen as “good” leaders and to self-promote. Finally, senior level administrators perceive the head of school job differently than heads of school in two key areas – board relationships and student contact. The head of school job is seen as a barrier to senior level administrators due to the demands of the job, which contributes to senior level administrators not moving forward into the head of school role.

The crisis in independent school leadership needs attention, as there is a shortage of qualified candidates to become heads of school, creating intense competition for leaders among schools. Although there are experienced senior leaders in independent schools, the number applying for head of school positions is low. This research contributes to the literature on leadership in independent schools in at least three ways. First, this research examined perspectives on the senior level administrative pathway to head of school jobs. Secondly, this study adds to the research on how to address structural and personal barriers for women pursuing leadership. Finally, this study adds to the literature and conversation about the head of school job as perceived by senior level administrators and experienced by heads of school and how the perception of the job affects women pursuing head of school positions.

The science community has an extensive history of exclusivity at multiple stages, including the P-20 education and professional levels. African American girls remain an underrepresented population within the STEM-fields despite their demonstrated interest and aptitude in science. Within the STEM-circuit, African American girls who once showed interest and promise in STEM, are pushed out due to negative experiences within science spaces where many are marginalized and their interests are suppressed. Critical science education scholars have called for culturally relevant pedagogical practices that honor the cultures and experiences of students of color (Emdin, 2010) and science education scholars have led the charge to examine the experiences and identity development of girls of color in science (Calabrese Barton, et al. 2012; Hanson, 2009).

This study builds on preexisting work by centering its focus on the science identity development of African American girls within a culturally relevant science counterspace. To challenge the dominant discourse concerning their science education experiences, their identity development is analyzed through a critical race, Black feminist theoretical lens. Through a multiple qualitative methods design, this project illuminates the identity development of African American girls within the counterspace by utilizing a three-dimensional model that examines their competence, performance, and recognition in science (Carlone & Johnson, 2007). The culturally relevant curriculum employed within the counterspace allowed participants to learn through their interests and build critical consciousness through engaging in meaningful dialogue concerning the role of race and gender on the underrepresentation of African American women in STEM.

Americans demonstrate less civic engagement than citizens in the vast majority of democracies worldwide (Pew Research Center, 2019). Furthermore, American communities of color participate in traditional political action at rates below their white counterparts which distorts the nature of the democracy and leads to the reproduction of poverty and disenfranchisement for those communities (Krogstad & Lopez, 2017). While there are many avenues to pursue increased access to the ballot box, public secondary schools are uniquely situated to make a dramatic impact in the attitudes of students toward civic engagement. In an attempt to increase civic engagement, California currently recognizes and awards public schools that have established civic learning programs that effectively encourage civic engagement amongst participating students. Given limited civic engagement, how can schools better engage students of color in civic learning programs?

This multi-case study uses focus groups and interviews with students of color to examine best civic learning practices for increasing their commitment to civic engagement. This research demonstrates that capital building practices celebrating community cultural wealth are effective for civic learning. Additionally, it demonstrates that an increased focus on non-traditional forms of engagement would lead to greater commitment to civic engagement for those students and that even the most successful civic learning programs are lacking intentionality when it comes to working with students of color.