Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jessica Van Cleave

Abstract

This dissertation investigated the impact of Historically Black Colleges and Universities (HBCUs) teacher preparation programs on at-risk adolescents, focusing on preventing their entry into the school-to-prison pipeline (STPP). The study explored graduate perceptions of the strategies and practices these programs teach to prepare educators for addressing the needs of at-risk students. The research highlights the historical context of the STPP, emphasizing the systemic inequalities and discriminatory practices that perpetuate it. Through qualitative methodologies, including structured questionnaires and in-depth interviews with graduates of HBCU teacher preparation programs, the study identifies key themes and strategies for effectively supporting at-risk students. The findings reveal HBCU programs emphasize culturally responsive teaching, social-emotional learning (SEL), and restorative justice practices, which are critical in dismantling the STPP. Additionally, the study emphasizes the importance of adequate school funding, equitable disciplinary policies, and strong support systems within schools. By providing a comprehensive understanding of the role of HBCU teacher preparation programs, this dissertation contributes valuable insights to educational policy and practice aimed at achieving educational equity and preventing at-risk youth from entering the criminal justice system.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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