Date
4-18-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Susan Stanley
Keywords
racial gap, community violence, minority students, academic performance, socioeconomic status, resilience, cultural identity
Disciplines
Education
Recommended Citation
Anderson, Bria, "Academic Performance, Violent Community Crimes, and Socioeconomic Status of Chicago Public Schools' Students: A Hermeneutic Phenomenology" (2025). Doctoral Dissertations and Projects. 6666.
https://digitalcommons.liberty.edu/doctoral/6666
Abstract
The purpose of this phenomenological study is to describe how community violence and low socioeconomic status influence the academic achievement gap among minority students at Chicago Public Schools. The theory guiding this study is Ogbu's theory as it relates to how forces within the community influence the academic performance of minority students. The research study addresses the following central research question: How do the experiences of marginalized students influence their academic performance? The methodology used includes individual interviews, focus groups, and journal prompts. Based on the analysis of interviews, focus groups, and journal responses from the 12 participants, four major themes emerged regarding how marginalized students experience education in Chicago Public Schools: (1) Influence of Community Violence on Educational Experience, (2) Navigation of Socioeconomic Barriers, (3) Cultural Identity and Educational Navigation, and (4) Sources of Support and Resilience. Each theme contains several subthemes that provide deeper insight into participants' lived experiences.
