Date of Award
1-24-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Carol Bronson
Committee Members
Ibrahim Duyar; Robert Williams
Call Number
LD 251 .A566d 2023 S55
Abstract
This qualitative transcendental phenomenological study explored the perceptions of immigrant students, regarding social pedagogical praxis within the United States’ education system. In parallel, it investigated the viewpoints of school principals concerning the implementation of social pedagogy. Thirteen semi-structured interviews were conducted to address the following research questions: 1. What perceptions do students have concerning the dimensions of social pedagogy? 2. What are the perceptions of principals toward implementing a mobilizing social pedagogical praxis? a. What roadblocks do principals experience concerning social pedagogy? b. What benefits of social pedagogy do principals perceive? Findings highlight several key insights. Immigrant students express a preference for educators who exhibit willingness to provide clarifications until concepts are grasped, a practice they attribute to the challenge of language barriers. Additionally, students exhibit a tendency to conform to group consensus due to language constraints. Principals, on the other hand, overwhelmingly emphasize the significance of teachers maintaining positive relationships with students. However, roadblocks such as limited resources, including mental health professionals and time, hinder the effective implementation of social pedagogy. These impediments have implications for immigrant students' engagement within their communities, which necessitates attention.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Shure, Jennifer, "Student And Principal Perceptions on Social Pedagogy for Immigrant Students" (2024). Student Theses and Dissertations. 121.
https://arch.astate.edu/all-etd/121
