Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Orkideh Mohajeri, PhD

Committee Member

Liam Oliver Lair, PhD

Committee Member

Mary Brewster, PhD

Abstract

This study employed a basic qualitative approach to explore the experiences of Black cisgender female police officers during the field-training segment of their police academy experience. Individual interviews were conducted using semi-structured questions to gain insight into how these officers interpreted and made sense of their experiences. The sample consisted of five Black female officers employed at accredited law enforcement agencies in the United States who had completed field training within the past decade. Data was collected through interviews and a demographic questionnaire. The interviews were transcribed and analyzed using both inductive and deductive coding. Four key themes emerged from the data, reflecting the officers’ experiences. Participants discussed how power dynamics and hierarchy within police culture led to a form of silencing that hindered their learning opportunities. They also highlighted the significance of Field Training Officers (FTOs), noting that the quality of FTOs had a lasting positive or negative impact. The analysis revealed how patriarchal attitudes reinforced gender stereotypes, limiting women’s opportunities and power. Two forms of intersectionality were particularly evident: Structural and Representational Intersectionality. The findings suggest several implications for policy, practice, and future research, including the potential for changing police culture, improving FTO selection and evaluation, exploring alternative research methodologies, and expanding the sample size.

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