Abstract
The purpose of this study was to gain an understanding of how the lived experiences of four Black male high school students in a setting-four program diagnosed with emotional or behavioral disorders (EBD) impact their self-concept. Through a multi-case study method, participants engaged in two interviews responding to questions in reference to lived experiences and self-concept. Critical Race Theory tenets counter-storytelling and intersectionality were applied to further and more deeply analyze the content from the interviews. A cross-case analysis of four cases produced overarching themes: I was treated inhumanely; I benefit from invested staff who build individualized connections with me; I require responsive support; I independently need to cope. Conclusively, the students navigated and persevered in a school system not built for them to succeed.
Advisor
Melissa Krull
Committee Member
Karen Eastman
Committee Member
David Kimori
Date of Degree
2022
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Educational Leadership
Department
Educational Leadership
College
Education
Recommended Citation
Menke, J. (2022). The lived experiences of Black male high school students diagnosed with emotional or behavioral disorders: A qualitative study on self-concept [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1260
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