This interactive phenomenological study was an attempt to understand how marginalized, low socioeconomic students in a predominately white suburban school were able to succeed to graduation and beyond. Six students were interviewed using semi-structured questions in an audio-recorded interview while the researcher annotated body language, emotions, and pauses of the participant. The perceptions of the students were examined in relation to Buber's existential I-Thou relational theory as well as other care-oriented educators such as Freire, Dewey, and Nel Noddings. Also informing the conceptual framework of the study were Milstein and others regarding resiliency.<br>
Significant themes emerged from the participants’ narratives; however, rather than the expected prevailing theme of resiliency, something unexpected emerged. The participants all discussed the necessity of mattering to someone, of being heard and seen. This prevailing theme is what transformed the lives of these young people and gave them the inner strength to cope with often devastating events in their lives. / School of Education; / Professional Doctorate in Educational Leadership (ProDEL) / EdD; / Dissertation;
| Identifer | oai:union.ndltd.org:DUQUESNE/oai:digital.library.duq.edu:etd/197164 |
| Date | 08 March 2016 |
| Creators | Mann, Jennifer |
| Contributors | Fran Serenka, Gretchen Generette, Gary Shank, Connie Moss |
| Source Sets | Duquesne University |
| Detected Language | English |
| Rights | Worldwide Access; |
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