Date of Award

Summer 8-31-2025

Document Type

Open Access Thesis

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Leadership in Urban Schools

First Advisor

Dr. Farinde-Wu

Second Advisor

Dr. Wenfan Yan

Third Advisor

Dr. Bettie Ray Butler

Abstract

Black students are highly capable of learning and contributing to society when school communities are built on a foundation of love and there is meaningful school–family engagement. The purpose of this qualitative study was to examine how Black middle school principals engaged with Black families using BlackLoving culturally responsive family engagement practices as Black students transitioned from elementary to middle school in Boston Public Schools (BPS). The researcher employed Black Indigenous methodology, in the form of talking circles and memoing, to gather the stories of four former Black Boston public school principals (who were all men) and to explore their practices and ways of knowing. These principals had started their careers as educators in Boston and transferred their sustainable practices to BPS and other districts, including at charter schools. The study highlights the history of stakeholder engagement and its political strategies and how these Black middle school principals transformed school communities by developing school cultures that centered whole-child development—findings that can inform the work of current school principals, policymakers, researchers, and practitioners. Furthermore, the study results offer important insights into how Black principals' personal and professional experiences informed their practices and aimed to help all students feel and become successful, which, as a result, directly impacted Black students. This research contributes significantly to the literature in addressing knowledge gaps regarding adolescent development and how lessons from the past influence the future of U.S. education.

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