VOICES OF HOPE: YOUTH OF COLOR IN CONTINUATION HIGH SCHOOLS

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dc.access.optionOpen Access
dc.contributor.advisorMilitello, Matthew
dc.contributor.authorRamos, Alejandro
dc.contributor.committeeMemberMilitello, Matthew
dc.contributor.committeeMemberJones, Karen D
dc.contributor.committeeMemberArgent, James Lee
dc.contributor.committeeMemberRingler, Marjorie
dc.contributor.committeeMemberTredway, Lynda
dc.contributor.departmentEducational Leadership
dc.date.accessioned2021-06-14T01:05:12Z
dc.date.available2021-06-14T01:05:12Z
dc.date.created2021-05
dc.date.issued2021-05-04
dc.date.submittedMay 2021
dc.date.updated2021-06-02T15:58:03Z
dc.degree.departmentEducational Leadership
dc.degree.disciplineEDD-Educational Leadership
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.nameEd.D.
dc.description.abstractYouth of Color sit at the intersection of multiple systems of oppression--classism, racism, and sexism. Too often, Youth of Color are pushed out of traditional schools and are further marginalized by being assigned to alternative education programs, including continuation high schools. To address a recurring issue of dynamic inequality in which high school youth are marginalized in traditional schools and then poorly served in continuation high schools, the study examined how youth voices could be informed and magnified to advocate for practices and policies that would better serve them. During three cycles of inquiry, we encouraged and showcased the voices of students with the goal of informing educators how to improve education for students in continuation high schools. I worked with 10 continuation high school students over a period of 18 months, using popular education theory and processes, to deeply analyze their stories of individual and collective identity by discussing their histories, values, assets, and interests. When students have regular opportunities to talk to each other with supportive, adult facilitation, they validate each other's experiences and reinterpret them. Through guided self-awareness, students can harness their collective power to understand and interrogate larger systems of oppression, stop blaming themselves, and advocate for themselves to teachers and administrators. Students articulated their desires for teachers to listen, to express care and concern, and to provide opportunities for self-reflection and sharing of experiences. They developed a hopeful outlook and helped educators reimagine the current approach to alternative education. By relying on student voice to disrupt normative educational experiences, we envisioned and enacted different learning outcomes for vulnerable Youth of Color.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/9083
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectYouth of Color
dc.subjectPopular Education
dc.subjectContinuation High Schools
dc.subject.lcshTeacher-student relationships
dc.subject.lcshMinority students--Attitudes
dc.subject.lcshMulticultural education
dc.subject.lcshHigh school students
dc.titleVOICES OF HOPE: YOUTH OF COLOR IN CONTINUATION HIGH SCHOOLS
dc.typeDoctoral Dissertation
dc.type.materialtext

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