Citations
Altmetric:
Soloist
Composer
Publisher
Date
2020-11-11
Additional date(s)
Abstract
The voices of students of color are systematically excluded from school decision making as a result of both race and identity as a student. The purpose of this case study was to understand why and how a student organization creates, develops, and protects space for the voices of students of color in a large urban school district in order to discern practices that promote and elevate student voice in schools. The questions that guided this study investigated how students of color utilize their voice, how adults that facilitate this student organization promote the voices of students of color, and the reasons that adults and students of color engage in these activities. Student voice, Critical Race Theory, and Social Justice Leadership were layered to develop the lens for this qualitative case study. Data collection focused on questionnaires, interviews, and documents. Data were analyzed inductively. Students of color in this organization utilized their voice in schools for multiple reasons including sharing perspective, teaching others, feeling responsibility, and believing circumstances could change. Students in this organization chose to use their voice by talking to facilitators and acting out. Organization facilitators promoted student voice because of a desire to help, relationship with students, a sense of responsibility, and an appointment to the role. Adults promoted student voice through listening, leveraging power, guiding the student approach, and asking questions. These findings support the need for educators, policymakers, and researchers to invest in a school system that prioritizes and values the voices of students of color.
Contents
Subject
Subject(s)
Research Projects
Organizational Units
Journal Issue
Genre
Dissertation
Description
Text of dissertation is permanently embargoed at the request of the author.
Format
Department
Education