Date of Award
4-9-2024
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Lauren Casella
Second Advisor
Jennifer Abe
Third Advisor
Rebecca Stephenson
Abstract
Anxiety and depression have increased for adolescent youth, particularly since the pandemic. For certain students, this anxiety and depression connects to trauma because of inequity and bias in schools. This qualitative study examined successful urban middle school teachers and their perspectives on conditions they created for hope in their classrooms and ways they created hope for themselves. Eight middle school teachers who taught humanities shared their insights through semi-structured interviews. Findings aligned with pedagogical practices the teachers used that centered hope and voice for students: culturally responsive practices, relational practices, and justice-oriented practices. These specific teachers cared deeply about their students and worked to create classrooms that were safe and grounded in community. Participants also cultivated specific personal practices as a way to remain hopeful.
Recommended Citation
Jacob, Sheeba, "“Middle Schoolers are Just This Special Kind of Human Being”: Middle School Teacher Perspectives on Creating Hope for their Students and Themselves" (2024). LMU/LLS Theses and Dissertations. 1287.
https://digitalcommons.lmu.edu/etd/1287
