PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Educational Studies

This dissertation aims to understand how opportunities in the classroom and the relationships students are engaged in might deepen educational experience and decision-making for future trajectories. The impetus for this study was experiential knowledge, existing theory, and exploratory research (Maxwell, 2013). A qualitative research approach was used to explore social and contextual influences and the impact of significant events on students (Polit & Hungler, 2003). This three-paper dissertation emphasizes the local and situated nature of the intersectional influences on student experiences and identities. Paper one is a qualitative interview study highlighting a school-embedded youth-engaged program and how a youth participatory action research approach shapes noncognitive college-readiness constructs in high school students. Paper two is a narrative inquiry study that explores the different relational influences on students' postsecondary decision-making. Paper three is a reflective essay that provides a glimpse into my doctoral journey amid crisis and how Audre Lorde's work motivated the dissertation process.

Committee: Lisa Vaughn Ph.D. (Committee Member); Antar Tichavakunda Ph.D. (Committee Member); Farrah Jacquez Ph.D. (Committee Member) Subjects: Secondary Education