03/04/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Tatiana Roberta Kono Cochis “Bridging the Gap: Improving School Culture and Inclusion for Students of Color"

Candidate: Tatiana Roberta Kono Cochis
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: Tuesday, March 18, 2025
Time: 10 a.m.
Location: Remote Zoom link
Thesis/Dissertation Title: Bridging the Gap: Improving School Culture and Inclusion for Students of Color

Dissertation Committee
Dissertation Chair: Phitsamay Uy Ed.D. Associate Professor, Leadership in Schooling, Graduate Coordinator for Ed.D Programs, and Co-director of Center for Asian American Studies School of Education, University of Massachusetts Lowell)
Dissertation Committee Member: Linda Riley, Ed.D. School of Education, University of Massachusetts Lowell)
Dissertation Committee Member: James H. Nehring, Ed.D. Professor Emeritus, Leadership in Schooling. School of Education, University of Massachusetts Lowell.

Abstract
This study examines factors contributing to the lack of belonging among students of color in predominantly White independent schools. A comprehensive literature review identifies key barriers, including loss of identity, underrepresentation of educators of color, and recurring microaggressions that hinder student engagement and academic success. This research explores how systemic and interpersonal factors at Field Elementary School (pseudonym), a small, affluent institution, affect the authentic integration of students of color.
Using a mixed-methods approach, qualitative data were collected through empathy interviews and teacher reflection journals, while quantitative data were gathered via the Teacher Multicultural Attitude Survey (TMAS) administered to 30 educators. Results indicate that while survey data showed modest, statistically insignificant changes, qualitative evidence revealed meaningful improvements in teacher self-reflection and stronger student-teacher relationships. These findings suggest that even when immediate shifts in attitudes appear subtle, sustained efforts in culturally responsive teaching may enhance school climate over time.
The study underscores the importance of diversifying the educator workforce, integrating identity-affirming curricular content, and establishing affinity groups to support students of color. Applying principles from improvement science, this research offers evidence-based recommendations for fostering inclusive school environments. These recommendations include increasing the representation of educators of color, integrating culturally responsive teaching, establishing identity-affirming spaces, promoting an inclusive school climate, and enhancing family engagement. Together, these efforts aim to create a more equitable and supportive environment for students of color.