STEPPING THROUGH THE LOOKING GLASS: PERSPECTIVES OF BLACK GIRLS’ SENSE OF BELONGING IN A PREDOMINANTLY WHITE SUBURBAN SETTING
Loading...
Can’t use the file because of accessibility barriers? Contact us with the title of the item, permanent link, and specifics of your accommodation need.
Date
2023-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
[Bloomington, Ind.] : Indiana University
Permanent Link
Abstract
In light of the disproportionate ways Black girls have been treated, disciplined, perceived, ignored, and discounted in public schools (See Annamma et al., 2016; Gibson & Decker, 2019; Morris, 2007; Morris, 2016a; OCR Data, 2016; USDOE & USDOJ, 2014), the school leader must be aware of and make moves to support the welfare of Black girls and their success. If school leaders are the most influential person both instructionally and academically, and they also set the tone for the climate in schools (Bryk et al., 2010; Leithwood et al., 2004), then it behooves school leaders to be aware of the supports that Black girls need to be successful in predominately White schools. A gap in the current research exists as to whether school leaders in predominately White suburban schools build relationships, provide mentoring, and foster a sense of belonging for Black girls. This study uniquely hones in on Black girls’ perspectives to articulate if there is indeed support for the girls, and whether they feel a sense of belonging at school. This study provides school leaders with insights about how they can help Black girls to feel supported academically and emotionally in their school environment.
Description
Thesis (Ed.D.) - Indiana University, Department of Educational Leadership/School of Education, 2023
Keywords
black girls, disproportionality, suburban schools, school leadership, school personnel, disproportionate discipline, sense of belonging, invisibility
Citation
Journal
DOI
Link(s) to data and video for this item
Relation
Rights
Type
Doctoral Dissertation