Addressing the Achievement Gap Through Equitable Education by Meeting the Social Emotional and Academic Needs of Minority Students in Urban School Districts
Date of Award
Summer 2025
Document Type
Dissertation
Degree Name
Doctor of Education in Organizational Leadership (EdD)
Committee Chair
Eric Parker
Committee Member
David Mccurry
Committee Member
Scott Ebbrecht
Abstract
This qualitative thematic analysis focused on how an urban school district located in the New England region of the U.S. could address the persistent achievement gap affecting minority groups including African Americans, Hispanics, immigrants, refugees, and low-income students by implementing culturally responsive practices, providing social-emotional support, and utilizing alternative education programs. The research problem focused on systemic inequalities that prevent minority students from having access to high-quality education. The purpose of the study was to explore how educational practices and structures can better support the academic and emotional well-being of these students. Quota sampling was used to recruit 15 participants including school leaders, educators, and student support service providers to participate in semi-structured interviews. A thematic analysis, conducted using Atlas.ti, identified seven themes: Equity Challenges, Barriers, Social Emotional Support, Urban Challenges, Culturally Responsive Practices and Inclusion, Alternative Education Programs, and Community Needs and Resources. Findings highlighted the need for culturally grounded, emotionally responsive, and community-connected educational approaches. The research recommended for systemic changes to teacher preparation, leadership development, support services, and alternative programming. The recommendations and future research suggestions presented serve as a guidance for educators, leaders, and policymakers who want to dismantle educational inequities in urban education through systemic reforms rooted in culturally responsive practices, social-emotional support, and equity-driven policy.
Recommended Citation
Altavilla, Eraclio, "Addressing the Achievement Gap Through Equitable Education by Meeting the Social Emotional and Academic Needs of Minority Students in Urban School Districts" (2025). All Doctoral Student Dissertations. 220.
https://fuse.franklin.edu/docpub/220
