Today, as students prepare for post-secondary opportunities, a greater and greater emphasis is placed on the importance of engaging learners both in and out of the classroom. While many students are inclined to get involved, there is a growing number of young people who face barriers that prevent them from connecting and engaging in the high school experience. Importantly, socioeconomic status plays a key role in determining how engaged a student may be, as well as serving as a key identifier in what must be addressed to ensure more young people get involved in their academic and co-curricular learning. This study focuses on the role that socioeconomic status plays in students perceived ability to connect and engage in their secondary education, and proposes a policy where schools must include professional development and training on teaching young people who come from poor backgrounds.
","abstract_html":"<p>Today, as students prepare for post-secondary opportunities, a greater and greater emphasis is placed on the importance of engaging learners both in and out of the classroom. While many students are inclined to get involved, there is a growing number of young people who face barriers that prevent them from connecting and engaging in the high school experience. Importantly, socioeconomic status plays a key role in determining how engaged a student may be, as well as serving as a key identifier in what must be addressed to ensure more young people get involved in their academic and co-curricular learning. This study focuses on the role that socioeconomic status plays in students perceived ability to connect and engage in their secondary education, and proposes a policy where schools must include professional development and training on teaching young people who come from poor backgrounds.</p>","abstract_has_math":false,"creators":["Manola, Dominic M."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Sandra Stringer","Dr. Michale Lubelfeld","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-09-01T07:00:00Z","date_published":"2019-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["socioeconomic status","involvement","engagement","connectedness","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Leadership","Educational Methods","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/413","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sandra Stringer","Dr. Michale Lubelfeld","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Manola, Dominic M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-09-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["socioeconomic status","involvement","engagement","connectedness","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Leadership","Educational Methods","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/413"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Today, as students prepare for post-secondary opportunities, a greater and greater emphasis is placed on the importance of engaging learners both in and out of the classroom. While many students are inclined to get involved, there is a growing number of young people who face barriers that prevent them from connecting and engaging in the high school experience. Importantly, socioeconomic status plays a key role in determining how engaged a student may be, as well as serving as a key identifier in what must be addressed to ensure more young people get involved in their academic and co-curricular learning. This study focuses on the role that socioeconomic status plays in students perceived ability to connect and engage in their secondary education, and proposes a policy where schools must include professional development and training on teaching young people who come from poor backgrounds.
"]},{"key":"dc:title","label":"Title","values":["Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sandra Stringer","Dr. Michale Lubelfeld","Dr. Harrington Gibson"],"dc:creator":["Manola, Dominic M."],"dc:date.available":["2019-09-15T07:00:00Z"],"dc:description.abstract":["Today, as students prepare for post-secondary opportunities, a greater and greater emphasis is placed on the importance of engaging learners both in and out of the classroom. While many students are inclined to get involved, there is a growing number of young people who face barriers that prevent them from connecting and engaging in the high school experience. Importantly, socioeconomic status plays a key role in determining how engaged a student may be, as well as serving as a key identifier in what must be addressed to ensure more young people get involved in their academic and co-curricular learning. This study focuses on the role that socioeconomic status plays in students perceived ability to connect and engage in their secondary education, and proposes a policy where schools must include professional development and training on teaching young people who come from poor backgrounds.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/413"],"dc:subject":["socioeconomic status","involvement","engagement","connectedness","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Leadership","Educational Methods","Social and Philosophical Foundations of Education"],"dc:title":["Barriers To Student Connectedness and Engagement: How Socioeconomic Status Affects Student Involvement"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}