College of Education

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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    “We’re Not Going to Overcome Institutional Bias by Doing Nothing”: Latinx/a/o Student Affairs Professionals as Advocates for Equity
    (MDPI, 2022-10-18) Espino, Michelle M.; Ariza, Juanita
    Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but restrict agency to address the inequitable organizational structures; (b) constituent groups within private universities, namely faculty, mark the racialized boundaries of power and decision-making through credentialing; and (c) private universities use silence as a means of controlling Latinx/a/o mid-level professionals administrators’ equity work. Although Latinx/a/o mid-level administrators have a significant role to play in advancing equity work inside higher education institutions, these racialized organizations will create barriers that maintain whiteness and white interests. Without addressing power structures and the bureaucracy of decision-making at private institutions, progress on equity throughout the organizational structure may be limited. Implications for research and practice for Latinx/a/o/ administrators are discussed.
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    PREDICTING POLICY: EXAMINING PERCEPTIONS OF ECONOMIC INEQUALITY, COLOR-EVASIVE RACIAL ATTITUDES, AND BELIEFS ABOUT CAPITALISM
    (2022) Sharma, Rajni; Kivlighan, Dennis; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examines how beliefs about capitalism, color-evasive racial attitudes, and perceptions about wealth distribution predict redistributive economic policy preferences. I hypothesized that beliefs about capitalism, perceptions of wealth distribution, and color-evasiveness predict policy preferences when controlling for Satisfaction With Life (SWLS) and that critical consciousness action (CA) will moderate this relationship. Approximately 510 individuals completed the Costs of United States Corporate Capitalism (CCC) scale, Colorblind Racial Attitudes Scale (COBRAS), the Critical Action subscale of the Critical Consciousness Scale, ratings of wealth distribution, and questions about their policy preferences through an online survey distributed through MTurk. Results indicated that the CCC and COBRAS subscales predicted policy preferences, over and above demographic variables. Findings from this project may inform how individuals make decisions about policy preferences and on a broader scale, inform solutions for decreasing inequity in the U.S. Implications for research and clinical practice are discussed.
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    NAVIGATING RACISM IN HIGHER EDUCATION: A GROUNDED THEORY STUDY OF BLACK MALE ADMINISTRATORS
    (2017) Rollins, Domonic A.; Fries-Britt, Sharon; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In the United States, racism is alive and well, and the lives of Black men are a complete paradox (Jenkins, 2006). At the same time that the person holding the highest political office in the United States of America is a Black man, Black men are slain in the streets every day. Curiously, in a historic moment more than eight years ago, the United States, a nation founded on prejudice and racial discrimination, elected its first Black man to the presidency. And, in a historic moment less than six months ago, the United States elected the most racist and ethnocentric politician to the presidency in the last half-century. For many people, the election, and subsequent reelection of President Barack Obama signified the end of racism in the United States. Simultaneously, the election of the new president indicates that racism is thriving in the United States. In this Black men are suspended in “dueling realities of history — steady progress and devastating setbacks” (Merida, 2007, p.4). Resultantly, it is commonplace for Black men, regardless of age, socioeconomic class, or location, to wonder whether their life is at risk because they are Black. Simply stated, in an Obama era there was a widely held belief that the United States was post-racial society (Bonilla-Silva & Dietrich, 2011); the subsequent 2016 election indicated this is not that case, and the lives of Black men are in danger (Sanneh, 2015). What’s more is that higher education, an institution founded on inequity, has long harbored institutional racism making it difficult for Black male administrators to achieve equitable outcomes with their White peers. In higher education, there is an extant body of research identifying the barriers that impact the success and progression of underrepresented racial minority students and faculty, including Black people (Baez, 2000; Chesler, Lewis, & Crowfoot, 2005; Christian, 2012; Patitu & Hinton, 2003; Stanley, 2006). Yet, very little is known about the experiences of underrepresented racial minority administrators (Chun & Evans, 2012; McCurtis, Jackson, & O’Callaghan, 2008; Stanley, 2006). Specifically, most research on Black males in the academy focuses on students and faculty, with little research on the experiences of Black male administrators (Jackson, 2003; Patitu & Hinton, 2003; Perna, Gerald, Baum, & Milem, 2006). Using a constructivist grounded theory approach; this dissertation shares and analyzes findings from interview data to unearth the process by which Black male administrators navigate racism. Through this grounded theory investigation, a model for navigating racism for Black male administrators emerged, which illustrates the iterative and contextual nature of navigating racism. The result is that the way one navigates racism in higher education is dependent on major contextual and shaping forces in their life. Further, one learns how to navigate racism early in life, well before one enters higher education. Specific decisions about how to navigate racism also involve an internal and external assessment of the racist incident, current context in which one is steeped, and desired or anticipated outcomes of navigating or managing the incident. Finally, this research, through the creation of a model, moved from the descriptive analysis of what racism is, towards the practical implications of having to navigate racism in higher education. By integrating the identified racist incidents, shaping contexts, and the navigation model together, applications were created for individuals, institutions, and future research. The resulting implications focused primarily on critical self-reflection for individuals, an increase in reflection and audits for institutions, and a new direction for race and racism research to explore the primary learning sites of how to manage racism in one’s life.
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    The relationship of intergenerational family conflict, racism-related stress, and psychological well-being and the role of collective self-esteem among Asian American college students
    (2005-05-10) Liang, Christopher T. H.; Fassinger, Ruth; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Counseling psychologists have long considered person-environment interactions (Gelso & Fretz, 2002). Bronfrenbrenner (1979) proposed an ecological model that broadened psychologists understanding of the multiple ecological contexts on development. The present study examined the role of two main ecological challenges: intergenerational family conflict and racism-related stress on the psychological well-being of Asian American college students (n = 131) attending a large mid-Atlantic university. The findings of this present study support that these two ecological challenges are important to consider in conceptualization of the self-esteem problems, career problems, and interpersonal problems of Asian Americans. Significant relationships between these two ecological challenges and depression or anxiety were not found. Results suggest that racism-related stress contributes additional strain to Asian Americans career problems and self-esteem problems beyond that of culturally-based intergenerational family conflict. A moderation hypothesis also was tested in this study. Collective self-esteem was not found to moderate the relationship between the ecological challenges and psychological well-being. Suggestions for research and practice as well as limitations were presented.