Date of Award
12-2025
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Human Services
First Advisor
Ali Hachem, Ph.D.
Second Advisor
Jose Carbajal, Ph.D.
Third Advisor
Daniel McCleary, Ph.D.
Fourth Advisor
Barbara Qualls, Ph.D.
Abstract
Students from low socio-economic status (SES) backgrounds face significant challenges in their educational experiences and educational attainment, and this is due to barriers related to their identity and background, inadequate support systems, and a lack of understanding of the traumas they experience. This sequential mixed methods study contains the perceptions of teachers, teacher leaders, counselors, and campus leaders in four high-poverty elementary schools in one Texas school district about the educational experiences and educational attainment of students from low SES backgrounds. The informal literature review focused on six spaces: 1) child, family, and community; 2) students from low SES backgrounds; 3) teaching and learning; 4) counseling; 5) campus leadership; and 6) campus culture. The sequential mixed methods study utilized three theoretical frameworks: social identity theory, bioecological theory, and cultural competence theory. A questionnaire was used to gather teachers’ perspectives, while virtual interviews were held to gather the perspectives of teacher leaders, counselors, and campus leaders. Quantitative and qualitative data were analyzed using descriptive statistics, identifying themes, and triangulation. Results showed that strong staff-student relationships, meeting basic needs, and implementing culturally responsive practices improved the educational experiences of low SES students. Implications suggest that teachers must have a deep understanding of the students they serve, counselors should build strong relationships, provide resources, and foster a positive social-emotional environment. Campus leaders need to prioritize relationships with all stakeholders, empower and support staff, and establish a shared mission and vision for the campus.
Repository Citation
Hawkins, Morgann L., "EDUCATIONAL EXPERIENCES AND EDUCATIONAL ATTAINMENT OF ELEMENTARY STUDENTS FROM LOW SOCIOECONOMIC STATUS BACKGROUNDS: SEQUENTIAL MIXED METHODS EVIDENCE FROM TEXAS" (2025). Electronic Theses and Dissertations. 614.
https://scholarworks.sfasu.edu/etds/614
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Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary Education Commons
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