This research examines name-based discrimination in hiring by analyzing resume studies comparing majority and minoritized names. The findings show that perceived warmth and competence strongly influence callback rates, revealing how stereotypes shape employment opportunities. The work highlights the psychological burden of identity concealment and proposes fairer, more transparent hiring practices.

This research examines how educational assessment systems can become more just, inclusive, and culturally relevant. Using participatory action research, it proposes a five-step framework emphasizing community collaboration, anti-racist assessment design, continuous revision, and student-centered approaches that prioritize equity, engagement, identity, and educational justice over standardized measurement alone.

This research examines gender bias in leadership recognition. Despite evidence that women exhibit effective transformational leadership, male employees often undervalue female leaders. This bias affects promotion decisions, reinforcing the glass ceiling. The study highlights the need to address perception gaps to achieve genuine gender equality in senior leadership roles.

This dissertation explores the lived experiences of African American women in senior leadership roles at Texas higher education institutions. Addressing persistent underrepresentation, the study aims to move beyond awareness by generating actionable strategies to recruit, retain, and advance African American women into leadership positions where they can thrive.