Date of Award

2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

Abstract

Community colleges comprise a robust and complex sector of U.S. higher education, serving large numbers of students of color and other historically underrepresented groups. There is a dearth of literature on how antiracist and asset-based approaches to education can be utilized to promote student success and racial justice. Using an inductive, phenomenological approach, this study utilized data from interviews with a purposive sample of community college practitioner-educators (faculty, staff, and administrators) who invested in racial justice praxis€”reflection and action€”to explore (a) how their cognitive frames, abilities, and interest in racial justice were cultivated, and (b) what this praxis looks like. This study uncovers the number of ways in which the personal, educational, and organizational realms of practitioner-educators' lives interacted to influence their praxis. Findings also reveal how practitioner-educators' praxes are contextualized within institutional contexts and dynamics. Finally, this dissertation discusses implications for research, teaching, practice, and policy in higher education and community colleges in particular.

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