Students from low socio-economic status (SES) backgrounds face significant challenges in their educational experiences and educational attainment, and this is due to barriers related to their identity and background, inadequate support systems, and a lack of understanding of the traumas they experience. This sequential mixed methods study contains the perceptions of teachers, teacher leaders, counselors, and campus leaders in four high-poverty elementary schools in one Texas school district about the educational experiences and educational attainment of students from low SES backgrounds. The informal literature review focused on six spaces: 1) child, family, and community; 2) students from low SES backgrounds; 3) teaching and learning; 4) counseling; 5) campus leadership; and 6) campus culture. The sequential mixed methods study utilized three theoretical frameworks: social identity theory, bioecological theory, and cultural competence theory. A questionnaire was used to gather teachers’ perspectives, while virtual interviews were held to gather the perspectives of teacher leaders, counselors, and campus leaders. Quantitative and qualitative data were analyzed using descriptive statistics, identifying themes, and triangulation. Results showed that strong staff-student relationships, meeting basic needs, and implementing culturally responsive practices improved the educational experiences of low SES students. Implications suggest that teachers must have a deep understanding of the students they serve, counselors should build strong relationships, provide resources, and foster a positive social-emotional environment. Campus leaders need to prioritize relationships with all stakeholders, empower and support staff, and establish a shared mission and vision for the campus.
","abstract_html":"<p>Students from low socio-economic status (SES) backgrounds face significant challenges in their educational experiences and educational attainment, and this is due to barriers related to their identity and background, inadequate support systems, and a lack of understanding of the traumas they experience. This sequential mixed methods study contains the perceptions of teachers, teacher leaders, counselors, and campus leaders in four high-poverty elementary schools in one Texas school district about the educational experiences and educational attainment of students from low SES backgrounds. The informal literature review focused on six spaces: 1) child, family, and community; 2) students from low SES backgrounds; 3) teaching and learning; 4) counseling; 5) campus leadership; and 6) campus culture. The sequential mixed methods study utilized three theoretical frameworks: social identity theory, bioecological theory, and cultural competence theory. A questionnaire was used to gather teachers’ perspectives, while virtual interviews were held to gather the perspectives of teacher leaders, counselors, and campus leaders. Quantitative and qualitative data were analyzed using descriptive statistics, identifying themes, and triangulation. Results showed that strong staff-student relationships, meeting basic needs, and implementing culturally responsive practices improved the educational experiences of low SES students. Implications suggest that teachers must have a deep understanding of the students they serve, counselors should build strong relationships, provide resources, and foster a positive social-emotional environment. Campus leaders need to prioritize relationships with all stakeholders, empower and support staff, and establish a shared mission and vision for the campus.</p>","abstract_has_math":false,"creators":["Hawkins, Morgann L"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Ali Hachem, Ph.D.","Jose Carbajal, Ph.D.","Daniel McCleary, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T04:30:49Z","subjects":["low socio-economic elementary students","sequential mixed-methods research","leadership in high poverty elementary schools","Curriculum and Instruction","Educational Leadership","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/614","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ali Hachem, Ph.D.","Jose Carbajal, Ph.D.","Daniel McCleary, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Hawkins, Morgann L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-11-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["low socio-economic elementary students","sequential mixed-methods research","leadership in high poverty elementary schools","Curriculum and Instruction","Educational Leadership","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/614"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students from low socio-economic status (SES) backgrounds face significant challenges in their educational experiences and educational attainment, and this is due to barriers related to their identity and background, inadequate support systems, and a lack of understanding of the traumas they experience. This sequential mixed methods study contains the perceptions of teachers, teacher leaders, counselors, and campus leaders in four high-poverty elementary schools in one Texas school district about the educational experiences and educational attainment of students from low SES backgrounds. The informal literature review focused on six spaces: 1) child, family, and community; 2) students from low SES backgrounds; 3) teaching and learning; 4) counseling; 5) campus leadership; and 6) campus culture. The sequential mixed methods study utilized three theoretical frameworks: social identity theory, bioecological theory, and cultural competence theory. A questionnaire was used to gather teachers’ perspectives, while virtual interviews were held to gather the perspectives of teacher leaders, counselors, and campus leaders. Quantitative and qualitative data were analyzed using descriptive statistics, identifying themes, and triangulation. Results showed that strong staff-student relationships, meeting basic needs, and implementing culturally responsive practices improved the educational experiences of low SES students. Implications suggest that teachers must have a deep understanding of the students they serve, counselors should build strong relationships, provide resources, and foster a positive social-emotional environment. Campus leaders need to prioritize relationships with all stakeholders, empower and support staff, and establish a shared mission and vision for the campus.
"]},{"key":"dc:title","label":"Title","values":["EDUCATIONAL EXPERIENCES AND EDUCATIONAL ATTAINMENT OF ELEMENTARY STUDENTS FROM LOW SOCIOECONOMIC STATUS BACKGROUNDS: SEQUENTIAL MIXED METHODS EVIDENCE FROM TEXAS"]}]}],"canonical_facts":{"dc:contributor":["Ali Hachem, Ph.D.","Jose Carbajal, Ph.D.","Daniel McCleary, Ph.D."],"dc:creator":["Hawkins, Morgann L"],"dc:date.available":["2025-11-13T08:00:00Z"],"dc:description.abstract":["Students from low socio-economic status (SES) backgrounds face significant challenges in their educational experiences and educational attainment, and this is due to barriers related to their identity and background, inadequate support systems, and a lack of understanding of the traumas they experience. This sequential mixed methods study contains the perceptions of teachers, teacher leaders, counselors, and campus leaders in four high-poverty elementary schools in one Texas school district about the educational experiences and educational attainment of students from low SES backgrounds. The informal literature review focused on six spaces: 1) child, family, and community; 2) students from low SES backgrounds; 3) teaching and learning; 4) counseling; 5) campus leadership; and 6) campus culture. The sequential mixed methods study utilized three theoretical frameworks: social identity theory, bioecological theory, and cultural competence theory. A questionnaire was used to gather teachers’ perspectives, while virtual interviews were held to gather the perspectives of teacher leaders, counselors, and campus leaders. Quantitative and qualitative data were analyzed using descriptive statistics, identifying themes, and triangulation. Results showed that strong staff-student relationships, meeting basic needs, and implementing culturally responsive practices improved the educational experiences of low SES students. Implications suggest that teachers must have a deep understanding of the students they serve, counselors should build strong relationships, provide resources, and foster a positive social-emotional environment. Campus leaders need to prioritize relationships with all stakeholders, empower and support staff, and establish a shared mission and vision for the campus.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/614"],"dc:subject":["low socio-economic elementary students","sequential mixed-methods research","leadership in high poverty elementary schools","Curriculum and Instruction","Educational Leadership","Elementary Education"],"dc:title":["EDUCATIONAL EXPERIENCES AND EDUCATIONAL ATTAINMENT OF ELEMENTARY STUDENTS FROM LOW SOCIOECONOMIC STATUS BACKGROUNDS: SEQUENTIAL MIXED METHODS EVIDENCE FROM TEXAS"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:49Z"}