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Building Relationships, Fostering Agency, Affirming Identity, and Leading Change: A Case Study of How Three Suburban High Schools Strive to Cultivate Belonging for African American Male Students
Building Relationships, Fostering Agency, Affirming Identity, and Leading Change: A Case Study of How Three Suburban High Schools Strive to Cultivate Belonging for African American Male Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105309
- ISBN
- 9798263322151
- DDC
- 371
- 서명/저자
- Building Relationships, Fostering Agency, Affirming Identity, and Leading Change: A Case Study of How Three Suburban High Schools Strive to Cultivate Belonging for African American Male Students
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 265 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-05, Section: A.
- 주기사항
- Advisor: Miller, Peter.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약This qualitative case study examines how three predominantly white suburban high schools in Wisconsin cultivate a sense of belonging for African American male students. Data from the Wisconsin Department of Instruction's 2023 Youth Risk Behavior Survey revealed that Black or African American students reported the lowest sense of school belonging among all student groups. To understand effective practices, this study identified three schools where Black or African American students reported higher-than-average belonging scores.Grounded in Baumeister and Leary's (1995) theory of belonging and Allen and colleagues' socio-ecological framework, the research focused on the micro and mesosystem levels to examine relationships, structures, and leadership practices at each site.Four interconnected themes emerged from the within-case and cross-case analyses: The Impact of Trust and Its Subsequent Influence on Relationships, Balance Structure with Voice and Choice, Cultural Competence and Equity, and Leadership in Action. Findings reveal that increased belonging does not develop by circumstance but through purposeful personal and systematic shifts in practices and behaviors that are inclusive of, affirming toward, and appreciative of Black and African American students' identities. This study contributes to educational leadership by identifying transferable practices for predominantly white schools and emphasizing the necessity of this ongoing work.
- 일반주제명
- Educational leadership
- 일반주제명
- Education policy
- 일반주제명
- African American studies
- 키워드
- School belonging
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 87-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202105309
■006m o d
■007cr#unu||||||||
■020 ▼a9798263322151
■035 ▼a(MiAaPQ)AAI32283952
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aAbdelmawla, Tahir Suleiman.
■24510▼aBuilding Relationships, Fostering Agency, Affirming Identity, and Leading Change: A Case Study of How Three Suburban High Schools Strive to Cultivate Belonging for African American Male Students
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a265 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-05, Section: A.
■500 ▼aAdvisor: Miller, Peter.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aThis qualitative case study examines how three predominantly white suburban high schools in Wisconsin cultivate a sense of belonging for African American male students. Data from the Wisconsin Department of Instruction's 2023 Youth Risk Behavior Survey revealed that Black or African American students reported the lowest sense of school belonging among all student groups. To understand effective practices, this study identified three schools where Black or African American students reported higher-than-average belonging scores.Grounded in Baumeister and Leary's (1995) theory of belonging and Allen and colleagues' socio-ecological framework, the research focused on the micro and mesosystem levels to examine relationships, structures, and leadership practices at each site.Four interconnected themes emerged from the within-case and cross-case analyses: The Impact of Trust and Its Subsequent Influence on Relationships, Balance Structure with Voice and Choice, Cultural Competence and Equity, and Leadership in Action. Findings reveal that increased belonging does not develop by circumstance but through purposeful personal and systematic shifts in practices and behaviors that are inclusive of, affirming toward, and appreciative of Black and African American students' identities. This study contributes to educational leadership by identifying transferable practices for predominantly white schools and emphasizing the necessity of this ongoing work.
■590 ▼aSchool code: 0262.
■650 4▼aEducational leadership
■650 4▼aEducation policy
■650 4▼aAfrican American studies
■653 ▼aSchool belonging
■653 ▼aAfrican American students
■653 ▼aCultural Competence
■690 ▼a0449
■690 ▼a0458
■690 ▼a0296
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g87-05A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360130▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
