Date of Award:
5-2025
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Committee Chair(s)
Sherry Marx
Committee
Sherry Marx
Committee
Ryan Knowles
Committee
Jennifer Grewe
Committee
Sarah Braden
Committee
Kessa Roberts
Abstract
Many student leadership programs in U.S. high schools operate without clear guidance, often leaving students as passive participants in systems that may not effectively prepare them for leadership roles both in school settings and elsewhere. This study explores how listening to students’ voices can improve leadership programs by better understanding how young people see themselves as leaders. Using a case study approach at one school, I observed student leaders over one school year and analyzed their experiences through leadership development theories. The findings suggest that when schools take students' perspectives into account, they can create leadership programs that are more inclusive, meaningful, and effective for all students.
Checksum
54de279d5e494cb6ec650c50e8296c6a
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Geddes, Gordon S., "Leadership, Identity, And Student Voice in Secondary Schools" (2025). All Graduate Theses and Dissertations, Fall 2023 to Present. 435.
https://digitalcommons.usu.edu/etd2023/435
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