Core Elements Table and Problem Space

Qualitative Prospectus Instructions for Learners

General Instructions

Additional Information for Completing Each Slide

Use this template only if you have a Qualitative topic.

This is a working document. You will work on and revise this PPT starting in year one of your program up through x-955.

Instructions per Course Type:

Research (RES) Courses: Refer to your course syllabus to determine which slides you should complete or revise.

Residency (RSD) Courses & Dissertation:

RSD-851 - complete slides in RSD1 section.

RSD-883/881 & x-955 – revise/update slides from RSD1 and complete slides in RSD2 section.

Requirements, hints, and alignment notes are found in the Speaker Notes section.

To view speaker notes, click the “View” tab at the top of the application and select “notes.”

Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.

To view comments/feedback from faculty, click the “review” tab at the top of the application and select “Show Comments.”

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Instructions for Faculty

General Instructions

Additional Information

Written feedback is to be provided via bubble comments.

Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.

To access the Comment pane, click the “review” tab and select “Show comments.”

The notes section in each slide contains the slide requirements.

Feedback should be focused on helping the learner meet the slide requirements.

See the supplementary faculty job aid materials for grading and other resources.

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Proposed Dissertation Topic Title

Learner Name

Course Instructor

Submission Date

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Alignment Table

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Literature Review: Background to the Problem

History of the Problem

a) Emergence in Literature:

Early Studies (1970s-1980s):

Initial recognition of the low representation of Black male educators in K-12 education (Mack & Flowers, 1974).

Early discussions focused on the need for role models for Black students and the impact on student outcomes (Lightfoot, 1976)

1990s-2000s:

Increased focus on the benefits of diversity in teaching staff for student achievement and engagement ((Mitchell, 1998)).

Studies began highlighting systemic barriers and challenges faced by Black male educators (Carr & Klassen, 1997).

b) Trends in Research and Literature:

2000s-2010s:

Research expanded to include qualitative studies capturing the lived experiences of Black male educators (Patton & Catching, 2009).

Focus on the intersectionality of race and gender in educational settings (Kvasny et al., 2009).

2010s-Present:

Emphasis on culturally responsive teaching and its impact on Black students' academic and social-emotional outcomes (Howard & Terry, 2011)

Growth in studies examining recruitment and retention strategies for Black male educators (Carver-Thomas, 2018).

c) Changes in Research Focus Over the Past Five Years:

Recent Trends (2020-Present):

Shift towards understanding the specific pedagogical strategies employed by Black male educators (Bristol & Goings, 2020)).

Increased emphasis on mental health and well-being of Black male educators themselves (Skinner et al., 2021).

Exploration of policy implications and institutional support systems needed to enhance the impact of Black male educators (Brooms, 2021)).

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Literature Review: Problem Space

State the Problem in Practice, Issue, and/or Topic to Be Studied:

There is a lack of understanding regarding how Black male educators perceive their influence on Black students' academic performance and social-emotional development.

Existing Knowledge:

Research has shown that Black male educators can positively impact Black students' academic outcomes and social-emotional well-being by serving as role models and providing culturally relevant pedagogy (Johnson-Hansen, 2021).

The presence of Black male teachers has been linked to improved educational experiences for Black students, including higher engagement and better relationships with peers and teachers (Callender, 2020)

Research Gaps:

Further research is needed to explore the specific strategies Black male educators use to support Black students and how these strategies influence students' academic and social-emotional outcomes (Jones et al., 2023)

There is a need to understand the unique challenges and barriers Black male educators face in their roles and how these challenges impact their ability to effectively support Black students (Cormier et al., 2022)

Synthesis of Problem Space:

Despite the documented positive impact of Black male educators on Black students, there remains a significant gap in understanding the specific ways these educators perceive and enact their influence. This study aims to fill this gap by providing a detailed exploration of Black male educators' strategies, challenges, and perceived impacts, thereby informing policies and practices that can better support Black students and promote diversity in the teaching profession.

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Literature Review: Theoretical Foundations

Critical Race Theory

Overall Theory:

Critical Race Theory (CRT): Developed by legal scholars Derrick Bell, Kimberlé Crenshaw, and Richard Delgado, CRT examines the ways in which race and racism intersect with other forms of social stratification, such as class and gender (Bracey, 2022). It challenges the dominant liberal approaches to racial justice by focusing on the systemic and structural nature of racism.

Key Concepts: Intersectionality, the permanence of racism, counter-storytelling, and the critique of liberalism.

Application to Proposed Topic:

CRT will be used to frame the exploration of Black male educators' perceptions of their influence on Black students' academic performance and social-emotional development. It provides a lens to understand how systemic racism affects educational experiences and outcomes for Black students and how Black male educators navigate and challenge these systemic barriers

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Literature Review: Theoretical Foundations

Social Learning Theory

Overall Theory:

Social Learning Theory (SLT): Proposed by Albert Bandura, SLT posits that people learn from one another through observation, imitation, and modeling (Bouchrika, 2023). It emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others.

Key Concepts: Observational learning, imitation, modeling, reinforcement, and self-efficacy.

Application to Proposed Topic:

SLT will be used to understand the strategies and approaches Black male educators employ to support Black students' academic and social-emotional development. It provides insights into how these educators serve as role models and the impact of their behavior on students' learning and development

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Literature Review: Theoretical Foundations

Role Model Theory

Overall Theory:

Role Model Theory: Rooted in the works of sociologists such as Robert K. Merton and Albert Bandura, this theory explores how individuals look up to and emulate the behaviors, attitudes, and values of role models (Ismail et al., 2022). Role models can significantly influence an individual's aspirations, behaviors, and self-concept.

Key Concepts: Identification, emulation, aspirational influence, and behavioral modeling.

Application to Proposed Topic:

Role Model Theory will be used to explore how Black male educators perceive their roles as mentors and role models for Black students. It will help analyze the ways in which these educators inspire and influence students' academic performance and social-emotional development through their presence and actions.

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Literature Review: Review of Literature

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Problem Statement

The specific problem to be researched is the lack of understanding of how Black male educators perceive their influence on Black students' academic performance and social-emotional development.

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Phenomenon

The phenomenon under investigation is the perceived influence of Black male educators on the academic performance and social-emotional development of Black students. This study seeks to understand the specific ways in which these educators believe they impact their students' educational experiences and well-being, as informed by their personal narratives and professional experiences. Understanding these perceptions is crucial for developing strategies to support Black students and enhance diversity and inclusion within the education system(Cormier et al., 2022).

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RQ1: How do Black male educators describe their influence on Black students' academic performance and social-emotional development?

RQ2: What unique strategies or approaches do Black male educators report using to support Black students' educational experiences and emotional well-being?

RQ3: What challenges or barriers do Black male educators perceive in their efforts to positively impact Black students' academic and social-emotional outcomes?

RQ4: How do Black male educators characterize their roles as mentors and role models for Black students in the educational setting?

Research Questions

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Methodology Justification

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Design

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Feasibility Slide 1

Resources for Study

Ethical Concerns

Authorizations Required:

Authorization Needed: Institutional Review Board (IRB) approval will be required to ensure ethical compliance. Authorization from school districts or educational institutions may also be necessary to access Black male educators and their students.

How to Obtain Authorization: Submit a detailed research proposal to the IRB and any relevant educational institutions, including consent forms, study protocols, and data protection measures.

Access to Site Resources:

Building Access: Access to educational institutions where the participants work may be required for conducting interviews. Permission from school administrators will be sought.

Computer Programs: Software for data collection and analysis, such as NVivo or ATLAS.ti, will be needed to organize and analyze qualitative data

Risks:

Potential Risks: Risks may include emotional discomfort when discussing personal experiences, confidentiality breaches, and potential professional repercussions for participants.

Mitigation Strategies:

Ensure confidentiality by anonymizing participant data.

Obtain informed consent, emphasizing the voluntary nature of participation.

Provide participants with the option to withdraw at any time without consequence.

Debrief participants and offer support resources if needed.

· Benefits to Participants:

Professional Development: Participants may gain insights into their teaching practices and influence, contributing to their professional growth.

Contribution to Knowledge: By sharing their experiences, participants contribute to a better understanding of the impact of Black male educators, potentially informing policies and practices that support diversity in education.

Empowerment: Participants may feel empowered by voicing their experiences and contributing to research that highlights the importance of their roles in education

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Feasibility Slide 2

Study Alignment with Program

(Identify Program of Study)

Feasibility Concerns

Degree & Emphasis:

Degree Program: Doctor of Education (EdD)

Emphasis: Organizational Leadership with a focus on K-12 Education

Alignment of topic to degree:

This study aligns with the EdD in Organizational Leadership by examining the leadership roles and influence of Black male educators in K-12 settings. It seeks to understand how these educators impact academic performance and social-emotional development, which is critical for developing effective leadership strategies and promoting diversity and inclusion within educational organizations.

Obstacles and Backup Plans:

Potential Obstacles:

Difficulty in recruiting Black male educators due to their underrepresentation.

Possible reluctance of participants to share personal and professional experiences.

Time constraints and scheduling challenges for conducting interviews.

Backup Plans:

Partner with professional organizations and networks focused on Black educators to aid in recruitment.

Ensure confidentiality and create a comfortable environment to encourage openness.

Utilize flexible scheduling options, including virtual interviews, to accommodate participants' availability.

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Defend

Questions

Feedback

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Objectives:

This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.

Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.

Slide Requirements:

This slide is for presentation purposes in RSD-851 only – no content is required.

After successful completion of RSD-851, this slide may be deleted.

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Next Steps

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Objectives:

Be the project manager by preparing for and working on the dissertation.

Take ownership of your progress and develop a detailed plan for completing your dissertation using the dissertation milestone guide: https://dc.gcu.edu/research/milestones.

Slide Requirements:

In bullets, indicate the next steps you plan to take to prepare for and work on your dissertation.

This slide is required for RSD-851 only but may be completed for learner reference in other classes.

Hints:

List of Next Steps might include (customize to your study):

Create a detailed dissertation project plan using the Dissertation Milestone Guide

DC Network

Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee

Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements

The DC Network Milestone Guide lists all milestones for Year 1, Year 2, and Year 3+:

Year 1: https://dc.gcu.edu/research/milestones/year_1

Year 2: https://dc.gcu.edu/research/milestones/year_2

Year 3+: https://dc.gcu.edu/research/milestones/year_3

Gather and organize empirical articles (5 years or newer) on related topic

Start CITI Training

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Purpose Statement

The purpose of this qualitative…

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Objective:

This slide is used to provide the purpose statement, which will be expanded upon in the Chapter 3: Purpose of the Study section.

Slide Requirements:

State the purpose of the study in one sentence that identifies the research methodology, design, problem statement, target population, and geographic location.

Alignment: The purpose statement must align with the problem statement, phenomenon/research questions, methodology, and design.

Hint:

This is presented as a declarative statement. Possible structure: "The purpose of this qualitative [design] study is to … [include the unknown from the Problem Statement] among [target population] at a [setting/geographic location].“

Check recent GCU dissertations for models of purpose statement structure: https://lopes.idm.oclc.org/login?url=https://search.proquest.com/pqdtlocal1008967?accountid=7374

Need some further guidance? Use the Qualitative Knowledge Base: https://dc.gcu.edu/research/qualitative/problem_space_and_purpose_of_study

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Population, Target Population, & Sample

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Objectives:

This outline is used to ensure there is an appropriate and reachable target population.

To ensure that the target population is sufficiently large to obtain the minimum sample.

In the Proposal, this outline becomes a section in Chapter 3.

Slide Requirements:

Top Row: Define the terms general population, target population, and sample using authoritative sources.

Bottom Row: Describe the population, target population, and sample as related to the proposed study.

General Population: Describe the population of interest for your overall study.

Target Population: Estimate the size of the target population and identify the specific way to access the target population (see hints below).

Sample: Estimate the projected sample size and who/what will be sampled for each source of data. Specify if samples will be the same or different individuals/datasets for each source of data.

Hints:

Ways to access the target population might include:

Using your organization (with appropriate approvals);

Asking an association to support/communicate the study;

Using a social group such as a church to support/communicate your research;

Using social media to find the sample;

Using archival data from an organization or association;

Using publicly available archival data;

Using photographs of the phenomena being studied;

Purchasing an audience through 3rd party sites.

See the appendices in the Qualitative Dissertation Template for appropriate sample size projections.

Assume 5-20 percent of the target population recruited would participate; therefore, ensure the target population is sufficiently large to obtain the final proposed sample size.

Account for attrition as part of the sample projection.

Show the minimum sample size for each data collection source (e.g., interview 12-15; questionnaire 30-40; focus groups 4-5 in each of 2-3 focus groups; 10-25 artifacts; 10-25 photographs, etc.)

If using a questionnaire with open-ended questions you will most likely need 40+ returned to be able to code the open-ended questions to get any meaningful data.

If collecting descriptive information using Likert-based questions you should target at least 30 responses.

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Instrumentation & Data Sources

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Objectives:

This outline is used to identify the types and structure of each data source.

This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.

Slide Requirements:

Top Row: Identify each data source by type (ie, Semi-Structured Interviews, Open-Ended Questionnaires, Focus Groups, Artifacts, etc.)

Bottom Row for each source of data:

Describe the structure of the data source

Describe how the data source will be developed

Identify how the data source will be used to answer the RQ(s)

If using a validated instrument, cite appropriate source(s)

If needed, add columns for additional data sources (or delete extra columns)

Note: A purely demographic questionnaire is not a viable source of data for qualitative studies.

Hint:

The majority of qualitative studies’ primary source of data are semi-structured interviews.

Refer to the Qualitative Dissertation Template Appendices for data source requirements associated with each qualitative design.

Visual data such as photographs, videos from YouTube, advertisements, participant drawings, social media data, and observed or recorded behaviors may be used.

See the Qualitative Knowledge Base for resources and tutorials on using various forms of data sources: https://dc.gcu.edu/research/qualitative/sources_of_data

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Data Collection Steps: Slide 1 Required Permissions

Required permissions/approvals (prior to data collection)

Site approval (if applicable)

Permission to use each instrument and data sources

If using archival data, permission to use the data

Obtaining administrative guide and validation information on each instrument from owner/literature

GCU Chair and Committee Approvals

AQR Approval

IRB Approval

Informed Consent form from individual participants

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Objectives:

There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.

These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.

This Slide: This first slide only discusses all of the permissions required.

**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **

Slide Requirements:

Modify each bullet point to be specific to your study, and if you do not believe the bullet is relevant for your study put in a statement justifying why not.

Required Bullets:

Site approval

Permission to use each instrument or data source

Obtaining administrative guide and validation information on each data sources from owner/literature

GCU Chair and Committee Approvals

AQR Approval

IRB Approval

Consent form from individual participants

Results of the field tests for qualitative studies

Results of the expert panel review for qualitative instruments such as interviews or observations

Hints:

If site authorization is not required, state the reason.

Unless otherwise specified, site authorization(s) are valid one year from the date of signature.

See the Qualitative Knowledge Base for additional resources: https://dc.gcu.edu/research/qualitative/data_collection_and_management

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Data Collection Steps: Slide 2 Sampling Strategy and Sample Selection

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Objectives:

There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.

These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.

This Slide: This second slide only discusses the sampling strategy and then the steps for the sampling process.

**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **

Slide Requirements:

Steps to Access/Identify Participants: State the steps you will take to identify and access the sample for each source of data.

Participation Criteria Row: Identify the criteria for selecting your sample for each data source.

Consider how criteria might change for each source, if applicable.

If the criteria are the same for each source, specify this.

Sampling Strategy & Description Row: Identify and describe each sampling strategy, citing an authoritative source.

I.e., Convenience sampling, purposive sampling, snowball sampling, chain referral sampling.

The type of sampling strategy may repeat for the different recruitment plans.

Complete the 2nd column indicating the backup plan should the primary plan not work as intended and/or yield enough participant

Hints:

See the Qualitative Knowledge Base for resources on sampling: https://dc.gcu.edu/research/qualitative/population_and_sample_selection

See the Qualitative Knowledge Based for additional resources on data collection: https://dc.gcu.edu/research/qualitative/data_collection_and_management

Note: While not required in the prospectus template, the full dissertation template, requires learners to include their primary sampling plan as well as at least two backup plans (i.e., Plan B and Plan C).

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Data Collection Steps: Slide 3 Collecting the Data

Step 1:

Step 2:

Step 3:

etc.

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Objectives:

There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.

These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.

This Slide: This third slide only discusses the specific detailed steps to collect the data.

**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **

Slide Requirements:

Complete this slide based on the Primary Sampling Plan (Plan A) identified on the previous slide.

Optional: Duplicate this slide to outline the steps for Plan B – instructors/chairs may ask for or require this based on feasibility assessment of Plan A

Provide step-by-step detailed instructions regarding how you plan to collect your data.

Steps should detail how each source of data will be completed by the participants, including:

How you plan to recruit participants and obtain informed consent(s).

How each source of data will be completed by participants (who, what, when, how, where). Discuss any demographic information you plan to obtain and when.

Describe how you will prepare the data for analysis.

Present the steps in chronological order.

Hints:

This slide should be sufficiently thorough such that another researcher could use the instructions to collect your data for you, i.e. the plan should read like a recipe!

Note: Demographic data is not a source of data but is required for all studies. Specify when/how demographic information will be collected within the data collection steps

i.e., as part of SurveyMonkey including informed consent, demographic questionnaire, and additional questionnaire(s) if applicable

i.e., as part of the interview protocol

See the Qualitative Knowledge Based for additional resources on data collection: https://dc.gcu.edu/research/qualitative/data_collection_and_management

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Data Collection Steps: Slide 4 Data Management and Storage

Where will you store the data?

[answer]

How long will you store the data?

[answer]

How will you protect the data?

[answer]

How will you destroy the data?

[answer]

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Objectives:

There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.

These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.

This Slide: This fourth slide only discusses the data management and storage process.

**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **

Slide Requirements:

Answer the four questions on the slide:

Where will you store the data?

How long will you store the data?

How will you protect the data?

How will you destroy the data?

Hints:

Be sure to address all data if management will be different for different data.

Protecting data includes participant personal identifiable information.

Visit https://dc.gcu.edu/irb for resources and additional information.

Refer to the IRB Informed Consent Template for requirements on data management and storage.

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Data Analysis Steps: Slide 1 Data Source #1 – Analysis Strategy

Step 1:

Step 2:

Step 3:

etc.

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Objectives:

The following slides show the approach to cover for qualitative analysis.

The information on this/these slide(s) will be used to inform the Data Analysis section of Ch. 3

Slide Requirements:

Replace the subtitle with the name of the data source and the analysis approach used (i.e., Open-Ended Questionnaires – Thematic Analysis).

Identify each step you will take to analyze the data, supported with an authoritative source.

Create a slide for each data source, if applicable. Two are included in this template. If a third or more are needed, duplicate this slide.

Hints:

One method should be used for a single analysis strategy (i.e. Clarke and Braun OR Sandelowski for thematic analysis, not both)

Methods of analysis will vary by the type of research design and may include thematic analysis, pattern recognition, narrative analysis, descriptive statistics for Likert-style sources, content analysis, phenomenological analysis, etc.

If applicable, don’t forget to include transcription and/or download steps, transcript/member checking, cleaning the data, program(s) used if any, etc.

See the Qualitative Knowledge Base for resources on data analysis: https://dc.gcu.edu/research/qualitative/data_analysis_procedures

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Data Analysis Steps: Slide 2 Data Source #2 – Analysis Strategy

Step 1:

Step 2:

Step 3:

etc.

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Objectives:

The following slides show the approach to cover for qualitative analysis.

The information on this/these slide(s) will be used to inform the Data Analysis section of Ch. 3

Slide Requirements:

Replace the subtitle with the name of the data source and the analysis approach used (i.e., Open-Ended Questionnaires – Thematic Analysis).

Identify each step you will take to analyze the data, supported with an authoritative source.

Create a slide for each data source, if applicable. Two are included in this template. If a third or more are needed, duplicate this slide.

Hints:

One method should be used for a single analysis strategy (i.e. Clarke and Braun OR Sandelowski for thematic analysis, not both)

Methods of analysis will vary by the type of research design and may include thematic analysis, pattern recognition, narrative analysis, descriptive statistics for Likert-style sources, content analysis, phenomenological analysis, etc.

If applicable, don’t forget to include transcription and/or download steps, transcript/member checking, cleaning the data, program(s) used if any, etc.

See the Qualitative Knowledge Base for resources on data analysis: https://dc.gcu.edu/research/qualitative/data_analysis_procedures

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Feasibility Slide 1

Resources for Study

Ethical Concerns

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Objectives:

Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.

The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.

As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.

Slide Requirements for Slide 1:

Complete the following bullets in order of presentation:

Resources for Study:

What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?

What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)

Additional trainings necessary (i.e., instrument certifications, etc.)

Any other resources you will need to complete this study.

Ethical Concerns/Considerations:

What risks, if any, are present? How will you mitigate these risks?

What benefits are there to participants?

Once this slide is completed, delete the original Feasibility Slide 1 completed in the RSD 1 section.

Hint:

Visit https://dc.gcu.edu/irb for additional resources and information

Not sure what to consider? Use the dissertation template “Feasibility and Benefits Checklist” in the appendices.

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Feasibility Slide 2

Study Alignment with Program

(Identify Program of Study)

Feasibility Concerns

Degree & Emphasis:

Alignment of topic to degree:

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Objectives:

Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.

The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.

As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.

Slide Requirements for Slide 2:

Complete the following bullets in order of presentation:

Study Alignment with Program:

Identify your degree program and emphasis.

Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).

Feasibility Concerns:

What obstacles might you face, and what are your backup plans?

Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?

Once this slide is completed, delete the original Feasibility Slide 2 completed in the RSD 1 section.

Hint:

Visit https://dc.gcu.edu/irb for additional resources and information

Not sure what to consider? Use the dissertation template “Feasibility and Benefits Checklist” in the appendices.

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Defend

Questions

Feedback

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Objectives:

This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.

Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.

Slide Requirements:

This slide is for presentation purposes in RSD-881/883 only – no content is required.

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Next Steps

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Objective:

Be the project manager by preparing for and working on the dissertation.

Take ownership of your progress and develop a detailed plan for completing your dissertation using the dissertation milestone guide: https://dc.gcu.edu/research/milestones.

Slide Requirements:

Discuss next steps you plan to take to prepare for and work on your dissertation.

Hints:

List of Next Steps might include (customize to your study):

Create/update your detailed dissertation project plan using the Dissertation Milestone Guide

DC Network:

Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee

Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements

The DC Network Milestone Guide lists all milestones for Year 1, Year 2, and Year 3+:

Year 1: https://dc.gcu.edu/research/milestones/year_1

Year 2: https://dc.gcu.edu/research/milestones/year_2

Year 3+: https://dc.gcu.edu/research/milestones/year_3

Continue to gather and organize (5 years and newer) empirical articles on related topic

Review the Dissertation Template, Develop an outline/draft of Chapter 2 (Literature Review) and Chapters 1 & 3 as well.

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References

Beasley, S. T., & McClain, S. (2020). Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement. Journal of Black Psychology, 009579842097979. https://doi.org/10.1177/0095798420979794

Bouchrika, I. (2023, March 6). Social Learning Theory & Its Modern Application in Education. Research.com. https://research.com/education/social-learning-theory

Bracey, G. E. (2022). The Spirit of Critical Race Theory. Sociology of Race and Ethnicity, 8(4), 233264922211148. https://doi.org/10.1177/23326492221114814

Braveman, P. A., Arkin, E., Proctor, D., Kauh, T., & Holm, N. (2022). Systemic and Structural Racism: Definitions, Examples, Health Damages, and Approaches to Dismantling. Health Affairs, 41(2), 171–178. https://doi.org/10.1377/hlthaff.2021.01394

Bristol, T. J., & Goings, R. B. (2020). Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs. Journal of Teacher Education, 70(1), 51–64. https://doi.org/10.1177/0022487118789367

Brooms, D. R. (2021). Educational desires and resilience among Black male students at a Hispanic-serving institution. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000381

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Slide Requirements:

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References

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References

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