Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Jacques Singleton
Second Advisor
Tania Reis
Committee Members
Leigh Carter; Pamela Tolliver
Abstract
This qualitative, phenomenological study explores how cultural sameness or difference between students and their teachers and principals influences students’ perceived sense of belonging and connectedness to their school community. Drawing on Cultural Intelligence Theory (Earley & Ang, 2003) and Social Learning Theory (Bandura, 1977), this study investigates the nuanced ways in which students internalize and interpret their relationships with school personnel, with attention to shared and differing cultural attributes beyond race alone. Twelve participants, all one to five years post–high school graduation from traditional public schools, were selected through purposive and snowball sampling. Participants completed a demographic questionnaire followed by semi-structured, in-depth interviews. Data were transcribed, coded, and thematically analyzed using Braun and Clarke’s (2006) six-phase process to identify themes across lived experiences. Findings revealed that shared cultural markers such as shared interests, religious or ethnic background, and socioeconomic understanding, often fostered stronger student-educator relationships, contributing to greater feelings of belonging and support. Conversely, the absence of cultural resonance led some students to feel unseen or misunderstood, particularly when combined with a lack of perceived empathy or behavioral adaptability from school personnel. This study contributes to the limited body of research that centers student voice in examining the relational dynamics within school settings. It offers implications for leadership training and professional development by emphasizing the importance of cultural intelligence and modeling inclusive behaviors. The findings can inform educational policies and practices aimed at increasing relational trust, improving cultural competency, and promoting equitable, identity-affirming learning environments.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Kabel, Asmaa Fahmy, "Examining The Influence of Cultural Sameness or Difference of Principals and Teachers on Students Perceived Connectedness" (2026). Student Theses and Dissertations. 1157.
https://arch.astate.edu/all-etd/1157
