As rates of autism diagnosis continue to rise, more autistic students are graduating high school, and seeking to pursue postsecondary education options. Dual credit coursework has proven to be advantageous for college enrollment, success, and completion rates. Autistic students, however, are not equally represented in these college-level courses. The purpose of this qualitative study was to review dual credit recruitment practices and experiences, as told from the perspective of autistic students who completed one or more dual credit courses. Relying on student voice and a disability studies perspective, the intent of this study was to inform school leaders on how to facilitate the recruitment and participation of autistic students in dual credit courses, reducing the impact of institutional ableism. Traditional informational sessions proved ineffective as a recruitment tool. While parents influenced students' decisions to enroll in dual credit classes, parents' previous college experience factored into how much support students received. Teachers had the most meaningful influence due to their personal relationships with the students. Students with early-identified advanced academic ability received more encouragement to enroll, suggesting staff training and recruitment intentionality are key components for increasing autistic students' enrollment in dual credit programs. The intense bullying that students experienced in …

Principal workloads and demands are steadily increasing while principal health and well-being are declining, resulting in increased rates of principal turnover. Currently, principals are experiencing numerous work-related stressors that are increasing burnout. In many cases, school leaders are sacrificing their families and health to lead their schools. As school success is linked with principal leadership, principal burnout and wellness demands further discussion and investigation. Yet, there is a limited body of research that examines the lived experiences of principals who experience burnout. Consequently, this researcher conducted a phenomenological qualitative study of 12 Texas K-12 elementary and secondary public school principals in central Texas. Findings pointed out that principals experience burnout in waves. While the COVID-19 pandemic greatly impacted the burnout principal experienced, political divisiveness and social media attacks intensified their burnout. Additional findings revealed that burnout can cause principals to question staying in their role and negatively affect the quality of their family relationships as well as their health. Principals coped with their burnout by being aware of their emotions, spending time doing things that brought happiness, exercising, and reverting back to their faith in God. Additionally, principals believed that having knowledgeable district leaders who are visible, trust their leadership, …

Using queer and Afrofuturist frameworks, this Black feminist qualitative study explored queer Black pre-and in-service teachers' cultural and intersectional practices as they navigated traditional heteronormative educational spaces. This research study relied on counternarratives and storytelling and drew from Afrofuturism to understand the use of their lived experiences to counter monolithic queer narratives. The queer Black teachers in this study examined and negotiated how their Blackness and queerness showed up in teacher preparation programs (TPP) and K-12 classrooms. Moreover, they eventually refused to hide or censure their authentic selves. An analysis of the narratives and counternarratives showed that queer Black teachers drew from ancestral traditions to create queer Afrofuturist spaces in TPPs and educational places. Furthermore, due to their queer Black intersectional approaches, their classrooms, assignments, curriculum, and pedagogy disrupted normative teaching practices. Implications, recommendations, and future research are discussed.