The National University System Repository exists to increase public access to research and other materials created by students and faculty of the affiliate institutions of National University System. Most items in the repository are open access, freely available to everyone.
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Item Navigating Challenges: A Qualitative Phenomenological Study of the African American Male Experience at Two-Year Predominantly White Institutions(2026-04)The purpose of this study was the practice-based experiences of Black males enrolled in predominantly White two-year institutions (PWIs), focusing on the influence of cultural identity, academic pressures, and social integration shaped their educational outcomes. The research addressed the persistent problem of low completion rates among Black males at two-year PWIs and the stress-related barriers that influenced their academic success, sense of belonging, and personal development. The purpose of the study was to explore the lived experiences of Black males in a two-year PWI to identify the challenges they encountered and the strategies they used to support their academic success. Tinto’s model of student departure served as the conceptual framework, emphasizing the importance of social integration and belonging in student persistence. This framework aligned with the phenomenological approach by centering participants’ interpretations of the challenges they faced throughout their educational journeys. A qualitative phenomenological design was used, employing semi-structured interviews as the primary method of data collection. The study was conducted at a rural PWI selected for its demographic compositions and institutional context. Ten Black male students participated in in-depth interviews, and thematic analysis was used to interpret the data. Findings revealed that participants experienced cultural dissonance and marginalization within the academic environment, often struggling to gain respect from peers and faculty. These experiences contributed to feelings of isolation and limited belonging. Despite these challenges, participants demonstrated resilience by seeking peer support, engaging in cultural organizations, and utilizing academic resources. However, systemic barriers, such as limited access to culturally responsive mentorship and counseling continued to hinder their progress. The study’s implications underscore the need for PWIs to cultivate inclusive environments that acknowledge and support the diverse backgrounds of their students. Recommendations include strengthening cultural competency training for faculty and expanding targeted support services for Black males. The study contributes to the practice by offering insights that can inform institutional policies aimed at improving equity and fostering meaningful educational experiences for underrepresented student populations.Item A Qualitative Case Study on Roles and Perspectives of Black Students at a Community College: Empowering Communities Through Workforce Education(2026-03)A practice-based study explored barriers and support systems affecting adult learner access, persistence, and completion in community college workforce education programs. This study aimed to address the gap between the availability of workforce education programs and adult learners' ability to enroll in, persist in, and complete short-term credential programs, due to financial constraints, competing employment responsibilities, and limited institutional support. Workforce education divisions face enrollment and completion issues for historically underprivileged adult learners, highlighting systemic inequalities in community college and workforce systems. Research shows that structural inequalities in institutional and societal systems affect educational opportunities and outcomes for adult learners seeking economic mobility. This qualitative study aimed to examine adult learners' experiences in workforce education programs and identify institutional practices that affect persistence and completion. The study was guided by a social justice framework that prioritizes fair access to workforce training, economic opportunity, and education. This paradigm supports research on culturally relevant support services and on intersectional student experiences in community colleges. A career education division at a northeastern US community college used focus group methodology for qualitative research. The final sample consisted of eight adult learners in workforce education programs. Structured focus groups, thematic coding, and iterative pattern analysis were used to analyze data. Focus group technique and thematic analysis are common qualitative methods for capturing participant experiences and meaning-making. Key findings indicate that financial strain, employment duties, limited financial literacy, and navigating institutional systems affect workforce education participation and persistence.Item The Impact of Social Identification with Leadership on Employee Cooperation with Biomedical Corporate Corruption: A Phenomenological Study(2026-03)In biomedical organizations, the interaction between destructive leadership, susceptible employees, and supportive environments can result in toxic workplaces, leading to significant financial losses annually and disproportionately impacting vulnerable groups. While most research has concentrated on leadership and organizational culture, the influence of employee behavior within corruption remains less thoroughly examined. The problem to be addressed in this study was the need to better understand why certain employees become cooperative followers of corrupt leaders within biomedical corporations. This qualitative, interpretative phenomenological analysis examined the intricate lived experiences of seven former employees from a major private biomedical corporation prosecuted by the U.S. Department of Justice for corrupt practices. Utilizing semi-structured interviews and triangulation from public interviews and recorded depositions, the study sought to understand factors such as relational identification with leadership, collective identity, value alignment with leadership and group norms, and behavioral adaptation. Thematic coding and iterative analysis revealed that employees who supported unethical activities within biomedical firms exhibited diminished recognition of ethical dilemmas (moral insensitivity), experienced moral fatigue, and showed frequent negative emotions, potentially intensifying conforming behaviors. The lived experiences of employees reflected the influence of social identification with a leader during unethical dilemmas. Participants’ accounts were consistent with the dual agency model of identity leadership and engaged followership, which served as the study’s theoretical framework. Notably, the research identified the critical role of identification not only with leadership but also among colleagues in promoting engaged followership. Team cohesion and connection contributed to supervisors' motivation to remain in ethically challenging environments, often as a means of safeguarding their teams. Additionally, the concept of impresarioship was broadened to include perceptions of success independent of objective outcomes. Recommendations for practice and future research address strategies to protect employees against susceptible followership and explore how the dimensions of identification with leadership interact with evaluations of leadership effectiveness or serve as protection from destructive leadership. This research provides valuable insights into employees' roles as followers within workplaces shaped by destructive leadership and cultures prone to unethical conduct, which are risks relevant to any organization lacking robust governance and safeguards.Item Teaching After the Pandemic: A Qualitative Exploration of K–12 Teachers’ Experiences with Students’ Social-Emotional Learning Loss(2026-02)The COVID-19 pandemic altered students' learning globally and affected their social-emotional skills. The problem addressed in this study was the growing challenge that teachers in the K-12 classrooms were experiencing in response to students’ loss of social-emotional learning (SEL) skills due to the COVID-19 pandemic.Item Implementing LGBTQIA+ Curriculum in Pre-licensure Nursing Programs: a Phenomenological Study(2026-04)The problem addressed in this study is that patients who identify as lesbian, gay, bisexual, transgender, queer, intersex, or asexual are at risk for inadequate nursing care because nursing graduates are not prepared to provide affirming care. The purpose of this qualitative phenom- enological study was to document the lived experiences of nursing educators implementing inclusive health education in pre-licensure nursing curricula, guided by Transformative Learning Theory. Open-ended virtual interviews were conducted with 10 nurse educators in the United States who held a master’s degree in nursing and taught in pre-licensure nursing programs. Participants were recruited through a social media group for nurse educators. Data were analyzed using thematic analysis integrated with interpretative phenomenological analysis to identify patterns and themes. Key findings indicated that nurse educators experience multiple barriers when integrating inclusive health content into pre-licensure nursing curricula, including limited collegial, leadership, and institutional support, competing curriculum priorities, and regional influences. Implications from the findings suggest that nurse educators may require intentional self-reflection and preparation before implementing LGBTQIA+ health content into the curriculum. Findings also indicated that successful curriculum integration was influenced by educators’ intentions and the level of professional and institutional support available. Implications of these findings suggest that institutional leadership can influence LGBTQIA+ health content integration by providing or limiting training, guidance, and curricular resources. These findings contribute to nursing education practice by identifying structural and interpersonal factors that influence curriculum implementation and highlight the need for institutional and leadership support to promote inclusive, patient-centered nursing education.
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