Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Psychology & Research

Committee Chair

Susan Nordstrom

Committee Member

Alison Happel-Parkins

Committee Member

Yeh Hsueh

Abstract

Abstract Drawing on Critical Social Theory (CST) (Habermas, 1984; Kincheloe & McLaren, 2011) and Culturally Responsive Evaluation (CRE) (Hood, Hopson, & Kirkhart, 2015), this qualitative study evaluates the effectiveness of a Mindfulness-Based Intervention (MBI) with Black undergraduate students. The purpose of the study was to examine and understand how students perceived and engaged with mindfulness practices, particularly concerning stress management, coping strategies, and cultural relevance. Additionally, the study sought to evaluate whether the intervention meaningfully addressed the unique challenges faced by Black students in higher education. Semi-structured interviews were conducted with four undergraduate students following their participation in four sessions of the 28-Day Mindfulness Challenge (Fargo, 2021). Using qualitative content analysis (Kuckartz & Rädiker, 2023), key themes emerged regarding the benefits and limitations of mindfulness practices. While participants found mindfulness useful for managing stress and increasing self-awareness, they also identified a lack of cultural adaptation within the intervention. Specifically, students emphasized the need for mindfulness programs that integrate culturally relevant healing practices and acknowledge systemic stressors such as racial discrimination. These findings are interpreted through the lenses of CST and CRE, highlighting the importance of mindfulness programs that are inclusive, adaptable, and responsive to the lived experiences of diverse student populations. The study concludes with recommendations for enhancing culturally responsive mindfulness interventions within higher education to support engagement and long-term well-being among Black undergraduate students.

Comments

Data is provided by the student.

Library Comment

PDF

Notes

Open access.

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