Date of Graduation
Doctor of Education (Ed.D.)
School of Education
Organization & Leadership EdD
Institutional barriers to Black student success (e.g. a history of exclusion, inaccessibility, and inequity) that exist at the undergraduate level, persist at the graduate level. Though traditionally marginally students have gained access to predominantly and historically White colleges and universities, Black graduate students continue to be marginalized by institutionalized oppression and inequitable structures. When the values, attitudes, and beliefs of individual actors who serve these students are at odds with an institutional mission of equity and inclusion, misalignment and competing priorities emerge. This study seeks to understand the logics university middle managers use in operationalizing equity and inclusion, specifically, in meeting the needs of Black graduate students.
Templeton, E. (2018). Access Without Equity: Institutional Logics of University Middle Managers and Valuing Diversity. Retrieved from https://repository.usfca.edu/diss/457