Date Approved

7-14-2025

Embargo Period

7-14-2025

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership

College

College of Education

Advisor

Dr. MaryBeth Walpole, Ph.D.

Committee Member 1

James Coaxum, III, Ph.D.

Committee Member 2

Magdalena Martinez, Ph.D.

Keywords

Admission Policy;Colorblindness;Critical Race Theory;Diversity;Equity;Higher Education

Disciplines

Education Policy | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences

Abstract

This qualitative critical race case study investigates the underrepresentation of Black and Latinx students at Heister University, a predominantly White public research institution in the Northeastern United States. Despite its location near two diverse cities and its reputation as an affordable, high-quality university, its student body remains disproportionately White. This study explores whether admissions and recruitment policies, either overtly or covertly, contribute to systemic barriers limiting access for students from minoritized groups. Using Critical Race Theory and Colorblindness Ideology, the research examines the intersection of race, policy, and institutional practice through interviews policy reviews, demographic data. Findings reveal that “inclusive” and “merit-based” policies often conceal racial inequalities, sustaining exclusionary outcomes. Contributing factors include historical discrimination, perceptions of academic inferiority, weak institutional leadership, and pressure to maintain colorblind admissions amid legal and political shifts. This study argues for equity-focused models that center the lived experiences of students of color. Heister University is positioned as a lens into national challenges, offering a framework for moving beyond performative diversity toward structural change in higher education access.

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