Abstract
This phenomenological study aims to understand and establish the influence of student voice, particularly from marginalized students, in the school improvement process to yield positive student experiences for urban, comprehensive ninth- through twelfth-grade high schools in the United States Midwest. The focus of this study will be to compare the experiences of White students and students of color within the school system, compare the experiences of students when student voice is utilized as a school improvement plan strategy, and identify the correlation between the student voice strategy and school leadership viewpoints. The study of student voice will begin with a review of school improvement plans that identify the strategies of using student voice and ways of incorporating students into the leadership structures of the school. The areas of study will include the demographics of students that are included, how student groups are included in the practices, what practice changes have taken place in the school as a result of student voice, and measures of success used in school improvement plans.
Advisor
Melissa Krull
Committee Member
Bernadeia Johnson
Committee Member
Antonia Felix
Date of Degree
2024
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Educational Doctorate Degree
Department
Educational Leadership
College
Education
Recommended Citation
Peifer Busse, Jessica. (2024). A Phenomenological Study of the Utilization of Student Voice by Midwest Urban Secondary Schools within School Improvement Plan Strategies [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/1413/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Rights Statement
