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PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY

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Date Issued:
2015
Abstract/Description:
The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines how their childhood affects their decision making in regard to creating a culture of academic resilience for students living in low socioeconomic conditions. Additionally, this study identified strategies that are effective, as perceived by school principals who grew up in low socioeconomic conditions, in creating a culture of resilience to improve academic success for students living in low socioeconomic conditions. This study provides valuable information to school leaders who strive to create an environment that fosters educational resilience in children living in poverty. The results are particularly salient to principals, as the information comes directly from the perspective of school principals who grew up in poverty, were educationally resilient, and are now creating a school atmosphere that fosters educational resilience in their students who live in poverty.
Title: PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY.
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Name(s): Rasmussen, Jonathan, Author
Martin, Suzanne, Committee Chair
Lue, Martha, Committee Member
Taylor, Rosemarye, Committee Member
Brown, Deborah, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines how their childhood affects their decision making in regard to creating a culture of academic resilience for students living in low socioeconomic conditions. Additionally, this study identified strategies that are effective, as perceived by school principals who grew up in low socioeconomic conditions, in creating a culture of resilience to improve academic success for students living in low socioeconomic conditions. This study provides valuable information to school leaders who strive to create an environment that fosters educational resilience in children living in poverty. The results are particularly salient to principals, as the information comes directly from the perspective of school principals who grew up in poverty, were educationally resilient, and are now creating a school atmosphere that fosters educational resilience in their students who live in poverty.
Identifier: CFE0005696 (IID), ucf:50119 (fedora)
Note(s): 2015-05-01
Ed.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Resiliency -- Poverty -- Principal -- Leadership -- Urban
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005696
Restrictions on Access: public 2015-05-15
Host Institution: UCF

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