Despite the research of Chief Diversity Officers in K-12 educational setting being limited, these DEI-focused professionals have become a recent emergent practice in Connecticut school districts. Informed by the research on Chief Diversity Officers in corporate organizational and higher educational structures, this phenomenological study aimed to…

Current educational systems utilize Eurocentric curricula and disciplinary practices that perpetuate discrimination towards students of color. As such, many educators are seeking improved strategies to better meet the needs of minority students. Culturally responsive teaching practices have been used throughout school districts as a pedagogy to…

In 2021, Connecticut passed Right to Read legislation with the intent of improving reading outcomes for all students. This was passed in a national environment heavily influenced by the neoliberal education reform agenda, such as an emphasis on accountability. This study focused on the discourse surrounding the legislation and its implementation…

This study aimed to investigate the challenges faced by Muslim college students in Connecticut in the US and the practical strategies they use to address these challenges. To accomplish this objective, a qualitative hermeneutical phenomenological study was designed and conducted, which involved in-depth interviews with Muslim college students and…

Community colleges have a long history of providing entrance to higher education to minority students who enroll in these institutions underprepared and deprived of basic needs. With limited resources, community college leaders are expected to assist students in academic pursuits. The Center for Equity, Diversity, and Inclusion (Center for EDI)…

This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT,…

The Individuals with Disabilities Education Act (IDEA) requires professionals on Individualized Education Program (IEP) teams to provide family members of children with disabilities every opportunity to participate in IEP meetings. Despite this requirement, findings from qualitative and survey research suggest that many parents have reported they…

The No Child Left Behind Act of 2001 was proposed by President George W. Bush as a means of closing the achievement gap across the United States. While the President and lawmakers have put this law in place, the affects of the legislation on middle school science education has not been evaluated. Issues of funding, the lack of available resources,…

The cornerstones of special education law are the Americans with Disabilities Act (ADA), the Rehabilitation Act of 1973 (Section 504), and the Individuals with Disabilities Education Act (IDEA). One of the main purposes of these acts was to provide a national mandate to eliminate discrimination against disabled students in the workforce and in an…