Access Type

Open Access Dissertation

Date of Award

January 2025

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Educational Leadership and Policy

First Advisor

Ben Pogodzinski

Abstract

ABSTRACTEncapsulating Student Perspectives: Investigating Students’ Voice in Urban Secondary Education by Treyvon L. Harlin February 2025 Advisor: Ben Pogodzinski, Ph.D. Major: Educational Leadership and Policy Studies Degree: Doctor of Philosophy The research in this dissertation focuses on the implication of student voice in historically marginalized secondary schools throughout the metropolitan area of Detroit, Michigan. Research initiatives conducted by Delpit (2006), Holmes & Crossley (2004), and Levitan (2018) have shown that students, especially those of marginalized populations, must have a sense of safety, feel valued and that their opinions matter to have buy-in with academic objectives and a school’s vision. Unfortunately, studies show that many marginalized schools and districts neglect to involve students in policy development, educational initiatives, etc. This research is grounded in critical social theory that aims at material or institutional changes, a process that begins with a language that penetrates the core of relations of domination, such as race, class, and gender (Leonardo, 2003b). This quantitative study highlighted student perspectives of voice, climate, and safety from nine historically marginalized schools throughout the metropolitan area of Detroit, Michigan. The research showed that many students perceived they had a voice but were limited in their opportunities to express their perspectives. The findings of this study suggest that student success, attendance rates, climate, and culture could experience improvement with student voice enactment.

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