Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Allison D. Anders

Abstract

In this focus group study the researcher interviewed seven Black, Title I high school students to understand their experiences with positive peer influence within their friendships. In an effort to present a counternarrative to the majoritarian narrative that Black students are operating at a deficit and need policing, this research provides insight to the academic and social experiences of participants positive peer influence. This research responds to three questions: what do Black students believe is meaningful in friendship and how do they describe the impact of positive peer influence; how do Black students feel their friends’ behaviors and attitudes influence their social experiences; and how do Black students feel their friends’ behaviors and attitudes influence their academic experiences in terms of motivation, achievement, and success? The literature reflects a wealth of knowledge regarding negative peer influence and how students begin the habits of alcohol, drug use, and risky sexual behavior. However, the literature represents little research regarding positive peer influence, specifically when focused solely on Black youth. Such research often ignores Black youth unless represented in comparison to youth in other racial demographic categories. Using data from a series of focus groups that included the participants’ art, students shared their experiences in their friend groups. Findings reveal that contrary to majoritarian narratives, Black students desire to do well in school and celebrate success collectively and support one another collaboratively, in their social circles. Black students actively monitor one another, hold one another accountable, and even treat one another in ways that remind them of their parents all to reach their collective goal of high school graduation. Recommendations include advocating for open-access youth councils in local government and school boards and summer bridge programs in all high schools for incoming freshmen so that school administrators can capitalize on Black youth’s desires for friendship and collaboration and success in school.

Rights

© 2026, Trini Victoria Woods

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