Education School Theses and Dissertations

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https://hdl.handle.net/1805/8153

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Humanizing Literacies: Abundance, Resistance, and Community
(2026-02) Latta, Mark Nathanael; Graff, Cristina Santamaria; Sosa, Teresa; Nguyễn, Thu Sương Thị; Hines, Mary Beth
This dissertation explores how people in one collection of Indianapolis neighborhoods known as the United Near Northwest Area (UNWA) practice literacy as a way of shaping, repairing, and imagining their communities. Rather than studying reading and writing only in schools, it asks: Who and what is literacy? When and where does it happen? What do community literacies do, and what possibilities do they open? Guided by posthuman and decolonial perspectives, the project examines how everyday acts—storytelling on porches, neighborhood walks, poetry, gardens, murals, and local projects—function as literacies that both expose and resist the lingering structures of settler colonialism as they work to build new alternatives beyond the settler colonial imaginary. Through years of collaboration with a community collective in the area, residents, and numerous organizations within UNWA, the research uses relational and gift inquiry—methods grounded in reciprocity and shared authorship—to study literacy as something made through assemblages and relationships between people and places. The project finds that literacy operates less as a set of skills and more as a relational force: it is how people notice, name, and nurture the worlds they inhabit together. These literacies create “regenerative narratives”—stories that do not simply describe change but generate it, cultivating futures beyond deficit and dispossession. The work also reflects on what it means to be a “desettled” researcher: how studying decolonization requires unlearning the habits of extraction and mastery inherited from academic traditions. Findings suggest that literacy, when understood through relation rather than hierarchy, becomes a practice of attention and care—a way the world keeps coming into being through our noticing and entanglement. The project proposes that literacy is an unfinished, always becoming, collective practice of reading, writing, and repairing the public record of who we are and who we might still become that can challenge and potentially rework the illiteracy of settler colonialism.
Governing Choice: A Critical Policy Analysis of Charter Schools in Indianapolis Through the Lens of Governmentality
(2026-01) Esqueda, Ana Lilia; Scheurich, James; Medina, Monica; Graff, Cristina Santamarina; Taylor, Kara Michelle
Utilizing the theoretical framework of Michel Foucault’s “Governmentality” and the methodology of Critical Policy Analysis, this research addresses the question of how charter school policies reflect and reinforce governmental rationalities and power structures in Indianapolis, Indiana. The purpose of this research is to examine how charter school policies in Indianapolis reinforce neoliberal forms of governance through mechanisms of policy discourse, accountability structures, and market-based reforms. This study addresses a critical gap in education policy research, examining how power operates through policy discourse and governance practices. The research informs scholarship and practice by highlighting hidden power dynamics embedded in policy design, interpretation, and implementation, and by questioning the democratic consequences of market-based educational reform. Anchored in the 2001 Indiana General Assembly legislation – specifically, Senate Bill 165 - this study finds that this policy led to the dramatic growth of charter schools in Indianapolis, incorporating logics of marketization, surveillance, and entrepreneurial governance into the public education system. Implications of these findings are significant because such policies ensure, sustain, and sanitize racial and socioeconomic stratification while making virtually zero impact on the quality of learning outcomes for children, especially those in urban low-income enclaves. This research suggests an opportunity to develop more participatory, inclusive, and democratic approaches to regulating education policy.
From Design to Delivery: A Case Study of Educator Agency, Experience, and Structural Tensions in a Framework-Driven Credit Recovery Program Redesign
(2025-12) Taylor, Audrey Leigh; Price, Jeremy; Brush, Thomas; Maxcy, Brendan; Nguyen, Thu Suong; Pickard, Amy
This case study examines a credit recovery redesign initiative within an urban school district, exploring how a layered framework, integrating the community of inquiry (CoI) and culturally responsive and sustaining pedagogy (CRSP), impacts the teaching and learning environment for racially marginalized students. The study addresses the critical need for a more equitable approach to online credit recovery, which has historically been a racialized space lacking in digital and curricular equity. Through participant observation and interviews with course designers and instructors, the research investigates educators’ perceptions and evolving self-efficacy as they implement this new approach. The findings reveal a significant misalignment between the initiative's goals and its implementation, primarily due to systemic barriers such as unclear communication, a lack of resources, and insufficient professional development. These challenges led to a reversion to traditional, compliance-based teaching models and a decline in teacher self-efficacy, despite the educators' dedication to equity. The findings underscore the urgent need for stronger institutional support and high-quality, sustained professional development. Ultimately, the study concludes that even the most well-intentioned, equity-focused frameworks risk becoming superficial interventions without foundational elements that support and empower educators to effectively implement them.
Go with Me on this Journey: The Figured World of Equity-Oriented White Women Educators
(2025-07) Sanborn, Erin Kathleen; Scheurich, James; Thorius, Kathleen King; Hayes, Cleveland; Willey, Craig
My qualitative dissertation examined how white women who identify as equityoriented educators understand, discuss, and carry out their roles as teachers and teacher leaders while challenging oppression and marginalization in their educational settings. My research specifically focused on the experiences of two white women who worked as district equity leaders and identify as antiracist and anti-oppressive teachers. Drawing on the concepts of figured worlds from sociocultural identity theory and CWS, I collected and analyzed data from semi-structured interviews and a process of stimulated recall in which participants reflect on their actions in teaching and facilitating antiracist professional learning. This approach allowed me to examine how these participants shape their identities and how they intentionally confront their whiteness and address inequitable, oppressive, and racist systems, language, policies, and practices that support white supremacy.
Leadership in Red, Blue, and White: A Critical Autoethnography for Aspiring Anti-Racist White School Leaders
(2025-05) Mason, Madeline B.; Scheurich, Jim; Matias, Cheryl; Hayes, Cleveland; Santamaria Graff, Cristina; Nguyen, David Hoa Khoa
This dissertation presents data from my time as a white school leader working to lead through the lens of racial justice in two very different sociopolitical contexts. I refer to my time working in Indiana as my “red” experience; and my time working in Washington state as my “blue” one. This wording is a play on the common political labels that states and regions often receive based on the presence of more Democrat or Republican leaning leadership, policies, and ideals. As I seek to analyze the differences and similarities between my two geographical experiences, I draw upon the framework of Critical Whiteness Studies with a large emphasis on the work of Cheryl Matias and George Yancy. Through a Critical Autoethnography approach, I seek to understand my own grappling with whiteness and white supremacy culture and how I simultaneously perpetuate them while also working to address them and create more just educational spaces. I present six themes after analyzing journal entries, research papers, and notes from my work in both states that are a direct reflection of my own experiences, all framed within the context of my theoretical framework. I take a story-based approach to my research with the hopes of both connecting with readers and supporting the autoethnographic approach as a valid and engaging method of research. Overall, I found significant meaning in conducting this research both professionally and personally.
Toward Systematically Trauma-Informed Education: The Introduction of a Healing-Centered Multi-Tiered System of Supports Framework
(2025-05) Feldman, Joseph L.; Scheurich, James; Medina, Monica; Pike, Gary; Swazo, Roberto
This dissertation consists of three manuscripts that collectively argue for more holistic, systemic approaches to trauma-informed education. While the Adverse Childhood Experiences (ACE) framework has been valuable in identifying trauma originating from the home, it inadequately addresses structural and systemic factors, particularly those affecting marginalized racial and ethnic groups. This work advocates for a paradigm shift toward an ecological understanding of trauma, which recognizes the interconnectedness of individual, community, and institutional factors. The goal is to foster a trauma-informed, socially just educational environment that not only helps students overcome adversity but actively works to dismantle the systems perpetuating it. The first manuscript examines the evolution of trauma treatment in K-12 schools, from early interventions targeting specific students to more inclusive trauma-informed models. While universal interventions are beneficial, the manuscript critiques the ACEs framework for focusing predominantly on home-based trauma, often neglecting systemic issues such as racial trauma. It calls for the adoption of systemically trauma-informed practices to address these issues, highlighting the critical role of school social workers in facilitating this shift. The second manuscript builds on this argument by examining how institutional practices in schools, such as zero-tolerance policies and academic tracking, contribute to racial trauma. It critiques the pervasive issues of white saviorism and color-evasiveness, which hinder efforts to address systemic racial inequities. The manuscript advocates for anti-racist trauma-informed models that recognize and address the ways schools perpetuate racial disparities, offering recommendations for school leaders on how to dismantle these harmful practices and promote a more equitable environment. The third manuscript extends the discussion to higher education, particularly social work programs. It critiques the field’s historical contribution to systemic trauma and argues for a critical examination of social work education to ensure it aligns with principles of trauma-informed care and social justice. The manuscript proposes a Healing-Centered Multi-Tiered System of Supports (HCMTSS) framework, designed to support healing and resilience among students, staff, and faculty, emphasizing the collective nature of trauma and the need for systemic change within educational institutions. Together, these manuscripts advocate for an ecological, collective approach to trauma-informed education that prioritizes healing, equity, and social justice.
Spooks, Saviors, and Saltwater: Counter-Narratives of Black Male Math Teachers
(2025-04) Taylor, Evan Marquise; Morton, Crystal; Hayes, Cleveland; Kazembe, Lasana; Nguyễn, Thu Sương Thị; Sumpter, Daniella Ann Cook
This phenomenological study explored the lived experiences of four Black male mathematics teachers in large U.S. urban areas, applying Critical Race Theory to examine the impact of education policies on their professional and political identities. The study aimed to contribute to the collection of narratives on the experiences of Black mathematics teachers, particularly Black men. To foreground these experiences, participant interview data is presented as a stage play in the form of instructive vignettes, centering the experiences, knowledge, and identity formation of Black male math teachers. By examining these intersecting identities across contexts, this study offers insights for policymakers and researchers to use in crafting supportive policies and practices that foster political identity development among Black men in the profession of teaching mathematics. Through interviews, the author explores participants’ relationships with mathematics, their responses to anti-Blackness in mathematics assessments, and the development of their professional identities, with each vignette serving as a counter-narrative for analysis and interpretation.
White Rainbow Weaponization: White Gay Males Understanding and Use of Racial Identity Privilege in Urban Post-Secondary Education
(2024-12) McKay, Matthew William; Thorius, Kathleen King; Scheurich, James; Hayes, Cleveland; Benjamin, Lehn
This qualitative study explores how white gay cisgender males navigate their racial and LGBTQ identities within urban post-secondary education (UPSE) settings. Grounded in Critical Whiteness Theory (CWT) and Queer Theory (QT), I examined how these individuals comprehend, utilize, and challenge their racial privilege alongside their marginalized sexual identity. Specifically, I investigated "White Rainbow Weaponization" (WRW)—the strategic use of white racial identity to maintain power and privilege within LGBTQ spaces. Thirteen white gay cisgender males participated in the study, which utilized semi-structured interviews, racial autobiographies, and vignette exercises to provide an in-depth account of their experiences. Key findings revealed that participants often perceived their whiteness as invisible until they entered racially diverse environments, aligning with the notion of whiteness as an unmarked norm. Many acknowledged leveraging their racial privilege within LGBTQ spaces, recognizing that being white afforded them advantages not equally accessible to LGBTQ individuals of color. The participants' narratives highlighted a complex dynamic between acceptance and discrimination. While they benefited from racial privilege, they also faced obstacles due to their LGBTQ status, revealing how these intersecting identities shaped their experiences in UPSE environments. Participants expressed discomfort in engaging in conversations about race, often fearing they might say the wrong thing or be perceived as racist. Exposure to researcher-introduced artifacts documenting the experiences of LGBTQ students of color heightened their awareness of systemic challenges and prompted critical self-reflection. This led to increased empathy and, for some, a commitment to future action to address racial inequities. The findings underscore the need for more inclusive policies and practices to counteract systemic whiteness and promote equity for all LGBTQ students within UPSE institutions. This study illuminates the dual challenges and benefits of holding intersecting identities, providing a nuanced understanding of the experiences of white gay cisgender males in UPSE settings. It highlights the importance of community and support networks for personal and academic growth and calls for intentional efforts to promote inclusivity and equity within educational institutions.
Familial Influence: The Role of Black Families in College and Career Decisions
(2024-12) Davis, Le'Joy Denise; Maxcy, Brendan; Murtadha, Khaula; Nguyen, Thu Suong Thi; Santamaria Graff, Cristina Corrine
This dissertation explores the impact of familial influence on the college and career decisions of Black students that attended urban, low-income high schools. Through a comparative case study approach, the research examines how family dynamics, communication, values, socioeconomic, and social factors shape decisions. The study employs qualitative methods, including in-depth interviews, focus groups, and case analysis, to gather insights from students and their families. The findings reveal that familial support and expectations play a crucial role in shaping students' aspirations and choices, though the extent and nature of this influence varies significantly depending on family structure, resources, and lived experiences. This research highlights the complex interplay between familial and social factors, offering family engagement and policy recommendations aimed at enhancing support systems for students from similar backgrounds and suggesting areas for future research on familial impact in college and career spaces.
From Compliance to Empowerment: Mediating Teacher Activity in Data Team Meetings Through Cultural Historical Activity Theory and Collaborative Inquiry in the Context of Neoliberal Education Reform
(2024-07) Rusnak, Kathryn Noel; Thorius, Kathleen King; Maxcy, Brendan; Morton, Crystal; Murphy, Hardy; Scheurich, Jim
This qualitative case study focuses on the impact of neoliberal education reform on an urban charter school serving students of Color. This study has two main objectives: to examine how neoliberal reform influences the goal-oriented actions of data meetings (DMs) in an urban elementary school and engages in a formative intervention methodology to collaborate with educators in addressing(mediating) our assumptions around the ways of measuring what students know and learn, paying particular attention to how teachers' language and decisions reflect neoliberal ideologies. Cultural Historical Activity Theory (CHAT) methodology and an expansive learning cycle provide a framework to collect and analyze data of teachers' goal-oriented actions in the context of neoliberal reform and standardized testing to aide in understanding and interpreting joint activity systems in educational institutions. The study's significance lies in the potential for intentional teacher learning activities that challenge and transform the marginalizing effects of neoliberal education reform, particularly in relation to standardized testing at the intersections of race and ability. Key findings of the study are the complex challenges educators face in balancing accountability policy requirements with the unique needs of their students. It emphasizes the importance of professional learning that moves away from individual performance toward collective agency.

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