Date of Award

2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rebecca Morgan

Abstract

The purpose of this phenomenological action research study was to explore the factors that have contributed to the absence of Black boys in school leadership positions. The study looked to answer the following research questions: How do Black male students perceive leadership and their connection to leadership roles on campus? What barriers exist that discourage or prohibit Black boys from engaging in school organization student leadership positions? How can student leadership from Black boys on campus be increased?Critical Race Theory, Transformational Leadership Theory, and Self Determination Theory served as the theoretical frameworks that grounded this study. Utilizing a qualitative approach and convenience sampling methods, 11 students were selected to participate in semi-structured focus group interviews. From these interviews, four themes emerged: Defining Leadership, Leadership Practices, Barriers to Leadership, and Addressing the Absence of Black Boys in Leadership Positions. These themes were the basis of the analysis of the data. The implications of this study are applicable to the fields of student leadership, student motivation, and lived experiences of Black boys in education. This study expands on what is known about the absence of Black boys in leadership positions by providing insight into the experiences of Black boys. This understanding can inform practice that looks to increase the number of Black boys in leadership positions in a school setting.

Rights

© 2024, Chima Ikeme

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