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Unmasking Student Leaders' Perceptions of Student UNMASKING STUDENT LEADERS’ PERCEPTIONS OF STUDENT LEADERSHIP Dominick Stella Submitted to the faculty of the School of Education In partial fulfillment of the requirements for the degree Doctor of Education In the Department of Educational Leadership, Indiana University May 2020 Accepted by the School of Education Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Education Doctoral Committee _________________________________ Suzanne Eckes, JD, PhD _________________________________ James Damico, PhD _________________________________ Barbara Erwin, EdD Date of Defense (April, 17, 2020) ii ã2020 Dominick Stella ALL RIGHTS RESERVED iii This dissertation is dedicated to the outstanding student leaders that make education a worthwhile and exciting endeavor for students, teachers, and community members alike. This includes the remarkable student leaders in this study, and all of the student leaders throughout the k-12 educational systems who meet the sizable challenge of leading peers through authentic experiences. Dr. Martin Luther King Jr. once noted, “Our lives begin to end the day we become silent about things that matter.” Successful student leaders bolster the opportunity to leverage their personal interests in an effort to strengthen the bond between themselves, their peers, school, and community. The struggles of cultivating young leaders within k-12 education, particularly in this current day and age, make grooming student leaders difficult, yet many find ways to succeed, and are owed a debt of gratitude for enacting their position as leaders to improve the lives of their peers and community at large. This dissertation is dedicated to student leadership, in hopes that we may learn from their perspectives in an effort to enhance their practices. iv ACKNOWLEDGEMENTS I would like to thank my graduate advisor and dissertation chair, Dr. Suzanne Eckes, for her limitless support, mentorship, and advice throughout the doctorate program. Dr. Eckes’ course in educational law was one of the first courses I took in my doctorate program at IU, and her ever-inquisitive approach to understanding the multifaceted issues within k-12 education has served as an inspiration. I feel very grateful that Dr. Eckes has served as my chair, as well as being a model of dedication and forward thinking since day one of my graduate career. I would also like to thank my other dissertation committee members, Dr. James Damico and Dr. Barb Erwin. Their willingness to share their deep and varied knowledge as it pertains to my study was invaluable, allowing for me to consider a variety of perspectives and approaches to the study. Their open-minded thinking and support for my research allowed for me to see this study through from inception to conclusion. I am also grateful to several other outstanding faculty members I have been able to work with during my doctoral degree, including Dr. Bourke, Dr. Decker, Dr. Lochmiller, and Dr. Raimondi. I owe a debt of gratitude to the eight student advocates who participated in this study. Throughout our discussions, I was impressed with their remarkable dedication and innate ability to see the good in others while working to improve their school and community. Their administrators, peers, and teachers alike are very fortunate for their presence. Finally, I would like to thank my family who has served an instrumental role in shaping my work by shaping the person that I am today. My parents, James and Shelley v Stella, for allowing me the space to learn and grow from mistakes and failure as a child. My wife, Lesle Stella, for her unwavering support. My children, Conway and Waverly Stella, for inspiring me to pursue a greater understanding of the role children may serve as leaders. Lastly, my dog Gus for serving as a quintessential best friend. As a family, they have instilled perspective I otherwise would lack without them. In this way, and in many others, they will always be a part of all that I do. vi ABSTRACT Dominick Stella UNMASKING STUDENT LEADERS’ PERCEPTIONS OF STUDENT LEADERSHIP Given the evolving scape of educational leadership, many k-12 institutions are reconsidering their leadership roles and strategies. One emerging possibility involves students assuming leadership roles. However, little research-based guidance exists with regards to developing student leaders within k-12 education. To address this gap, this arts-based qualitative study employed “The Seven C’s” of the Social Change Model of Leadership Development (SCM) to examine how student leaders perceive leadership. The study was held at a small midwestern high school. Semi-structured interviews, multi- modal journals, and focus groups comprised the data collection methods of this study. Through purposeful sampling, 8 student advocates first participated in 90-minute semi- structured interviews, describing their perceptions of leadership. Then, to probe more deeply into their perceptions of leadership, they engaged with and responded to a variety of 30-minute superhero narratives, each of which accompanied by questions related to the SCM. Lastly, student leaders participated in one of two 60-minute focus groups, describing the influence media consumption has on their perceptions. Findings indicated that student leaders defined leadership both broadly and contextually. Student leaders discussed leadership concepts and examples that clustered around several themes:1) Leadership as a mindset; 2) Real-world or “authentic” leadership; 3) Peer influence; and 4) Taking intellectual/leadership risks. Additionally, superhero narratives served as a catalyst for a thorough discussion of the SCM as it pertained to student leaders’ perceptions of leadership. Finally, the researcher found that media consumption plays a role in student leaders conceptualizing their own identity and perceptions of leadership. Based on the findings of this study, implications for practice include: (a) a framework for developing student leaders in the k-12 setting, (b) policy makers providing “authentic” opportunities for developing leaders to collaborate with their peers and community, (c) incorporating media usage pertaining to personal avocations within leadership development programs. _________________________________ Suzanne Eckes, JD, PhD _________________________________ James Damico, PhD _________________________________ Barbara Erwin, EdD vii TABLE OF CONTENTS CHAPTER 1: INTRODUCTION & BACKGROUND .............................................................................. 1 INTRODUCTION ............................................................................................................................................ 1 LITERATURE CONTEXT ................................................................................................................................ 3 RESEARCH QUESTIONS ................................................................................................................................ 5 CONCEPTUAL & METHODOLOGICAL DESIGN ............................................................................................... 5 PROPOSED METHODOLOGY .......................................................................................................................... 6 SIGNIFICANCE .............................................................................................................................................. 8 CHAPTER 2: LITERATURE REVIEW ................................................................................................... 11 INTRODUCTION .......................................................................................................................................... 11 YOUTH CULTURE ....................................................................................................................................... 12 Media Depictions .................................................................................................................................. 14 Youth Culture & Media Consumption .................................................................................................. 16 UNDERSTANDING STUDENT LEADERSHIP .................................................................................................. 21 Defining Student Leadership ................................................................................................................ 21 Origins of Student Leadership .............................................................................................................. 22 Identifying Gaps in Developing Student Leadership ............................................................................ 24 Social Change Model of Leadership .................................................................................................... 26 SUPERHERO CULTURE IN AMERICA ........................................................................................................... 28 Modern Role of Superhero Narratives in Schools ................................................................................ 36 CONCLUSION .............................................................................................................................................. 37 CHAPTER 3: RESEARCH METHODOLOGY ...................................................................................... 39 INTRODUCTION .........................................................................................................................................
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