Graduation Term

Fall 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: College Student Personnel Administration

Committee Chair

Lydia Kyei-Blankson

Committee Member

Francis Godwyll

Committee Member

Dorell Thomas

Abstract

This Dissertation in Practice investigated how student voice initiatives can strengthen student–teacher relational trust within an urban Pre-kindergarten through eighth grade (PreK-8) school serving a predominantly Black student population. Grounded in Khalifa’s (2018) Culturally Responsive School Leadership framework, the study implemented a 90-day cycle of inquiry focused on a three-part pathway intervention: the establishment of a Student Voice Committee, professional development on culturally responsive practices, and Student Consultation for School Change. A convergent mixed methods design was employed, combining two administrations of the 5Essentials Survey with pre- and post-intervention interviews of students and teachers. Findings revealed disparities between student and teacher perceptions of student voice, while also demonstrating that intentional structures for amplifying student voice can foster stronger relationships, enhance equity, and inform culturally responsive school improvement practices. The study contributes to the literature by highlighting the potential of student voice as a lever for building relational trust and promoting equitable school reform.

Access Type

Dissertation-Open Access

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