Cultivating Third Spaces in EdD Programs for Inclusivity and Belonging: A First Look Using Reflexive Practice

• In Event: From Injustice to Inclusion: Advancing Social Justice in Graduate Education: Centering Justice in Graduate Education: Reimagining Mentorship, Community, and Institutional Change

Abstract

The objective of this presentation is to share how an EdD program in South Texas is critically examining and enhancing student support services to foster a sense of belonging and inclusivity. The study emphasizes the importance of creating "third spaces" within the program, where traditional academic boundaries are challenged, and interdisciplinary collaboration and community building are encouraged. Using Klein and Marzilli Miraglia's three-phase interpretive framework, the study investigates how the program's identity, student experiences, and professional practice changes contribute to developing a supportive and inclusive environment. Preliminary findings highlight the need for consistent and inclusive student-faculty gatherings to nurture social connections and student success from the start of the program.

Authors

• Lynn M. Hemmer, Texas A&M University - Corpus Christi

• Debbi Furr, Texas A&M University - Corpus Christi