Date of Award
4-2-2025
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Dolores Delgado Bernal
Second Advisor
Cythia Alcantar
Third Advisor
Joaquin Noguera
Abstract
There is limited research on the educational experiences of Black students in predominantly White rural/suburban settings. This qualitative study, grounded in Black joy (Lewis-Giggetts, 2022) as a central concept, draws on Critical Race Theory (CRT) (Ladson-Billings & Tate, 1995; Solórzano, 1997), Black Critical Theory (BlackCrit) (Dumas & ross, 2016), and an endarkened feminist epistemological perspective (Dillard, 2000). It examined the K-12 educational experiences of Black college students in rural/suburban settings, focusing on how these experiences shaped their sense of belonging, positive racial identities, and the support systems and barriers they encountered, as revealed through interviews. Findings revealed that the experiences of Black young adults in rural/suburban settings are nuanced and, often, contradictory. Students’ reflections on their educational experiences included racial pride and internalized racism, underscoring the duality of their experiences. Findings provided insights for educators and policymakers to create inclusive and affirming environments that support the success of Black students in rural/suburban educational settings and advocates for the development of anti-racist teachers, fostering culturally responsive teaching practices, and nurturing Black joy (Lewis-Giggetts, 2022) as essential steps toward creating an inclusive educational environment that empowers Black students and students of color to thrive academically, socially, and emotionally.
Recommended Citation
Jackson, Jenell G., "Uncovering Complicated Narratives and Nurturing Black Joy -- A Critical Race Exploration of the K-12 Educational Experiences of Black College Students" (2025). LMU Theses and Dissertations. 1321.
https://digitalcommons.lmu.edu/etd/1321
