Electronic Theses and Dissertations

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Charisse Gulosino

Committee Member

Edith Gnanadass

Committee Member

Ian Baptiste

Abstract

Each year, approximately 1.2 million students drop out of high school in the United States—about one every 26 seconds (National Center for Education Statistics, 2023). This trend calls for a reexamination of how we understand and support students labeled “at-risk.” Traditional deficit-based models focus narrowly on challenges, often overlooking how students actively build resilience to navigate adversity. This study explores how successful high school graduates from rural Title I schools in the southern United States interpret the “at-risk” label and develop resilience. Guided by two research questions (1) How do these graduates interpret and make meaning of the “at-risk” label? and (2) How have they developed resilience? This study uses autoethnography to analyze my educational journey and lived experiences. Grounded in an asset-based framework and informed by Bronfenbrenner’s Ecological Systems Theory and Withers and Russell’s risk model, it critiques deficit perspectives and centers resilience as a dynamic, developmental process. Narrative analysis, guided by Riessman’s (2008) approach, I identified five key themes: Devalued and Dismissed, Yearning for Belonging, Embodied Resilience, Mentorship and Advocacy, and Narrative Reclamation. These findings suggest that students are not passive victims; resilience grows through mentorship, emotional regulation, meaningful relationships, and personal agency. These insights informed a Teacher Playbook for Recognizing and Supporting Embodied Resilience in At-Risk Students, featuring five modules that help teachers foster resilience without reinforcing harmful labels.

Comments

Data is provided by the student.”

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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Archival Statement

This item was created or digitized prior to April 24, 2026, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. This material is part of a digital archival collection and is not utilized for current University instruction, programs, or active public communication. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.