Date of Award
2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Benerd School of Education
First Advisor
Dr. Linda Webster Ph.D
Second Advisor
Laura Aguada-Hallberg, Ed.D.
First Committee Member
Dr. Linda Webster Ph.D
Second Committee Member
Laura Aguada-Hallberg, Ed.D.
Third Committee Member
Fred Estes, Ed.D.
Abstract
This dissertation focuses on amplifying the voices of marginalized students in alternative education, with an emphasis on the positive impact of resilience on their outcomes. The study addresses the challenges these students face, particularly those from BIPOC communities, in navigating educational systems that have historically marginalized them. The purpose of this qualitative research was to explore the experiences of BIPOC students in a Central Valley alternative education program, highlighting how nurturing relationships, resilience, and the fulfillment of basic needs contribute to their academic success and personal growth. Utilizing a framework that incorporates theories of resilience, educational equity, and transformative leadership, the study situates the students' experiences within a broader context of systemic challenges and potential reform. Through in-depth interviews with five graduates from marginalized backgrounds, the research identified several key themes: (a) the power of resilience in overcoming adversity; (b) the significance of positive relationships with educators and peers; (c) the importance of addressing mental and emotional well-being; (d) the transformative potential of inclusive educational environments; and (e) the role of supportive communities in fostering success. The findings underscore the importance of resilience and relational strategies in helping marginalized students thrive in alternative educational settings. This study contributes to the ongoing conversation on educational equity by advocating for approaches that empower students to achieve their full potential, ensuring that their voices are heard, and their successes are celebrated.
Pages
181
Recommended Citation
Lock, Vicki Lynn. (2024). Close to the Pain: Alternative Education and the Unheard Voices of Young Adults’ Transformative Learning Experiences. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4285
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Gender Equity in Education Commons, Prison Education and Reentry Commons, Social and Philosophical Foundations of Education Commons
