Date

12-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Shanna Baker

Keywords

low socioeconomic status, urban high school, equity, achievement, attitudes, mental health, critical race theory, behavior, life experiences

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to describe the lived experiences of low socioeconomic status (SES) students who were enrolled in a public urban high school. The theory guiding this study is the theory of social cognition, as it describes the fact that since learning happens in social environments, when students are properly supported in the classroom it can change their overall outcomes. Students of low SES may need extra motivation in the classroom, diverse types of instruction, and other positive reinforcement to help them perform better. Reciprocal determinism is at the center of the vortex for social cognitive theory. Social cognitive theory suggests that there is a dynamic between a person’s learned experiences, their environment, and their behavior. This phenomenological study included 10 students from a public urban high school and was completed in a secure virtual setting. I have conducted individual interviews, qualitative surveys, and focus groups to source my data. The data has been coded and analyzed to identify the patterns that arise from the life events of participants as they share their experiences. The findings reveal that students’ academic experiences are influenced by themes such as school environment, socioemotional development, and family and community engagement. Disparities in resources and support often affected academic performance, underscoring the need for more inclusive, individualized support to address unique learning challenges.

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