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Author ORCID Identifier
https://orcid.org/0009-0001-0326-6010
Date Available
4-28-2026
Year of Publication
2026
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Curriculum and Instruction
Faculty
Kun Huang
Faculty
Gerry Swan
Faculty
Ryan Crowley
Abstract
This dissertation reports a qualitative secondary analysis of 37 semi-structured interviews with 40 undergraduate underrepresented minoritized (URM) students. Guided by social constructionism and intersectionality, the study explores how students make sense of online learning as a sociomaterial environment, attending to perceptions of constraints, affordances, and missing or misaligned signifiers. Interviews were analyzed using Braun and Clarke’s Reflexive Thematic Analysis to examine how institutional norms and course design shape what students experience as doable, safe, and meaningful. The study offers insight relevant to research and practice in equity and online learning.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2026.150b
Archival?
Archival
Recommended Citation
Morris, Susanne, "A QUALITATIVE STUDY OF UNDERGRADUATE UNDERREPRESENTED MINORITIZED STUDENTS’ ONLINE LEARNING EXPERIENCES" (2026). Theses and Dissertations--Curriculum and Instruction. 50.
https://uknowledge.uky.edu/edc_etds/50
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Curriculum and Instruction Commons, Higher Education Commons, Online and Distance Education Commons
