Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Elizabeth Currin
Abstract
This qualitative action research study explores how students perceive and experience standardized and elective educational environments in a rural, Title I high school in the U.S. South. Through semi-structured interviews and focus group discussions with seven diverse participants, the study investigates student-defined learning objectives, motivation and engagement across different classes, and youth perceptions of valuable learning experiences. The research is grounded in constructivism, applying feminist theory and critical race theory as lenses to challenge power dynamics and promote equality in education.
Findings confirm the problem of practice that inspired the study by revealing a contrast between students’ experiences in standardized core classes versus more flexible electives. Participants consistently reported diminished engagement and increased anxiety in standardized learning environments, while expressing a strong desire for practical, real-world skill development. The study highlights the critical role of student autonomy, supportive learning environments, and the impact of standardization on student motivation and mental health. These insights underscore the need for a reevaluation of current educational approaches to better serve diverse student needs.
This research contributes to the ongoing conversation about standardized education by amplifying student voices and providing a platform for their counternarratives. The study’s implications extend beyond the local context, offering insights for educators, policymakers, and researchers seeking to create more equitable and effective learning environments. By documenting the problematic impacts of standardized education through students’ perspectives, this study paves the way for meaningful educational reform that honors both institutional requirements and student needs.
Rights
© 2025, Jessica Cantley
Recommended Citation
Cantley, J.(2025). In Their Own Words: How Standardization Shapes Student Learning Experiences. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8531