Issues of Access, Diversity, Social Justice, and Community Leadership
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
About the Contributors
← 414 | 415 →About the Contributors
Dr. Zarrina Talan Azizova is a recent graduate of the Ph.D. Educational Leadership and Policy Studies/Higher Education and Student Affairs program at Oklahoma State University. During the 2012–2013 academic year, she was a recipient of the Robert B. & Maxine Kamm Distinguished Graduate Endowed Fellowship for her research and service at Oklahoma State University. Currently she teaches graduate courses in Educational Leadership/Higher Education and Student Affairs and continues to conduct her research in the College of Education, OSU. Broadly, her research focuses on diversity and inclusion issues in postsecondary education. She grounds her research in a historical, legal, and socioeconomic context of higher education access of historically underrepresented racial/ethnic minority students. Specifically, she is interested in how critical context of higher education affects graduate students’ perceptions, experiences, and academic/professional socialization. By exploring doctoral students’ experiences in two professional fields (STEM and agriculture), she is interested in learning possibilities, qualities, and capacities of doctoral student agency within a critical context of academia. Contact: firstname.lastname@example.org
Dr. Jill Bickett is the associate director of the Doctoral Program for Educational Leadership for Social Justice at Loyola Marymount University (LMU). She is a lifelong educational leader serving in Catholic secondary schools. Her ← 415 | 416 → research interests include single-sex education and social justice leadership. A member of the second cohort of LMU’s Doctoral Program for Leadership in Education for Social Justice, she earned her Ed.D. in 2008. Her dissertation research was a case study of a Catholic female single-sex high school that...
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