High-achieving marginalized students of experience many barriers, influences, and distractions during their high school journey, which can impact their academic motivations. However many students are resilient and also overcome these challenges to achieve academic success. How do these students persist and remain motivated throughout high school despite various challenges? Applying Albert Bandura’s Self-Efficacy Theory, this case study will examine the motivational factors of high-achieving marginalized high school students in the southeastern part of the United States. Using journal entries, surveys, and focus groups, this study will examine what motivates these students to achieve academic success. Based on the results, the anticipation is to narrow the academic opportunity gap while also exploring and determining asset-based educational and academic motivations which are best suited for high-achieving, marginalized students.
","abstract_html":"<p>High-achieving marginalized students of experience many barriers, influences, and distractions during their high school journey, which can impact their academic motivations. However many students are resilient and also overcome these challenges to achieve academic success. How do these students persist and remain motivated throughout high school despite various challenges? Applying Albert Bandura’s Self-Efficacy Theory, this case study will examine the motivational factors of high-achieving marginalized high school students in the southeastern part of the United States. Using journal entries, surveys, and focus groups, this study will examine what motivates these students to achieve academic success. Based on the results, the anticipation is to narrow the academic opportunity gap while also exploring and determining asset-based educational and academic motivations which are best suited for high-achieving, marginalized students.</p>","abstract_has_math":false,"creators":["GILLIAM, NICHOLE L"],"institution":null,"degree_name":"Doctor of Education in Secondary Education - English (Ed.D)","degree_level":"Dissertation","degree_discipline":"Secondary & Middle Grades Education","degree_department":null,"school":null,"contributors":["Dr. Jennifer Dail","Dr. Anete Vásquez","Dr. Jillian Ford"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-14T08:00:00Z","date_published":"2023-12-14T08:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["Marginalized students","self-efficacy theory","student motivation","asset- based teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/18","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jennifer Dail","Dr. Anete Vásquez","Dr. Jillian Ford"]},{"key":"dc:creator","label":"Author","values":["GILLIAM, NICHOLE L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-02T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary & Middle Grades Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Secondary Education - English (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Marginalized students","self-efficacy theory","student motivation","asset- based teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/18"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["High-achieving marginalized students of experience many barriers, influences, and distractions during their high school journey, which can impact their academic motivations. However many students are resilient and also overcome these challenges to achieve academic success. How do these students persist and remain motivated throughout high school despite various challenges? Applying Albert Bandura’s Self-Efficacy Theory, this case study will examine the motivational factors of high-achieving marginalized high school students in the southeastern part of the United States. Using journal entries, surveys, and focus groups, this study will examine what motivates these students to achieve academic success. Based on the results, the anticipation is to narrow the academic opportunity gap while also exploring and determining asset-based educational and academic motivations which are best suited for high-achieving, marginalized students.
"]},{"key":"dc:title","label":"Title","values":["Understanding the Impact of Asset-Based Teaching on the Academic Motivations of High-Achieving Marginalized High School Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jennifer Dail","Dr. Anete Vásquez","Dr. Jillian Ford"],"dc:creator":["GILLIAM, NICHOLE L"],"dc:date.available":["2024-12-02T08:00:00Z"],"dc:description.abstract":["High-achieving marginalized students of experience many barriers, influences, and distractions during their high school journey, which can impact their academic motivations. However many students are resilient and also overcome these challenges to achieve academic success. How do these students persist and remain motivated throughout high school despite various challenges? Applying Albert Bandura’s Self-Efficacy Theory, this case study will examine the motivational factors of high-achieving marginalized high school students in the southeastern part of the United States. Using journal entries, surveys, and focus groups, this study will examine what motivates these students to achieve academic success. Based on the results, the anticipation is to narrow the academic opportunity gap while also exploring and determining asset-based educational and academic motivations which are best suited for high-achieving, marginalized students.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/18"],"dc:subject":["Marginalized students","self-efficacy theory","student motivation","asset- based teaching"],"dc:title":["Understanding the Impact of Asset-Based Teaching on the Academic Motivations of High-Achieving Marginalized High School Students"],"thesis:degree_discipline":["Secondary & Middle Grades Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Secondary Education - English (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}