2026-09-25T10:23:59Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129379 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Kelly Fishman, accepted the attached license on 2025-04-01 at 08:58. The student, Kelly Fishman, submitted this Dissertation for approval on 2025-04-01 at 09:04. This Dissertation was approved for publication on 2025-04-10 at 14:26. DSpace SAF Submission Ingestion Package generated from Vireo submission #21705 on 2025-10-19 at 18:17:55 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 2025-04-10 Mason, Curtis Mason, Curtis Pak, Yoon Kang, Hyun-Sook Moton, Theopolies DEIB Diversity Equity Inclusion Belonging High school students Black male students Special education SPED eng 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. 2025-05 Thesis https://hdl.handle.net/2142/129379 Copyright 2025 Kelly Fishman Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation