Examining the impact of targeted DEIB lessons on the sense of belonging in Black, male-identifying, special education high school students: Challenges, outcomes, and future directions

Fishman, Kelly

Permalink

https://hdl.handle.net/2142/129379 Copy

Description

Title

Examining the impact of targeted DEIB lessons on the sense of belonging in Black, male-identifying, special education high school students: Challenges, outcomes, and future directions

Author(s)

Fishman, Kelly

Issue Date

2025-04-10

Director of Research (if dissertation) or Advisor (if thesis)

Mason, Curtis

Doctoral Committee Chair(s)

Mason, Curtis

Committee Member(s)

• Pak, Yoon
• Kang, Hyun-Sook
• Moton, Theopolies

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• DEIB
• Diversity
• Equity
• Inclusion
• Belonging
• High school students
• Black male students
• Special education
• SPED

Language

eng

Abstract

This mixed methods study investigates the impact of targeted Diversity, Equity, Inclusion, and Belonging (DEIB) lessons on the sense of belonging among Black, male-identifying, special education students in a Northeast Ohio suburban high school. Recognizing that these students often face compounded marginalization due to race, gender, and disability status, this research examines how DEIB initiatives, specifically through the Anti-Defamation League’s No Place for Hate program, influence their sense of inclusion and acceptance within the school environment. Utilizing pre- and post-intervention surveys, this study measures students' perceived belonging across various dimensions, including peer interactions, teacher support, and respect for identity differences. The findings reveal that while DEIB lessons fostered a generally positive school climate, Black, male-identifying, special education students reported lower levels of belonging compared to their peers. The results underscore the need for intersectional approaches in DEIB programming that address the unique challenges faced by students with overlapping marginalized identities. Implications for educational practice include more comprehensive teacher training, culturally responsive pedagogy, and expanded resources for inclusive classroom environments. Future research should explore longitudinal impacts of DEIB lessons on marginalized students’ educational outcomes, enhancing our understanding of how to create truly inclusive educational spaces.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129379

Copyright and License Information

Copyright 2025 Kelly Fishman

Owning Collections